Scope and sequence Years 9

Home Plan and prepare Scope and sequence (F–10) Years 9–10

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 9)

JAN DEC

Cycle two (Year 10)

Data science skills

The cycle might look something like this

Cycle one (Year 9)


Jan					Jun						Dec

Cycle two (Year 10)


Jan					Jun						Dec

Webpage design

Overview

This unit introduces students to key layers of webpage development that represent content, structure and presentation. Students develop simple webpages employing hypertext markup language (HTML) for the structure of webpage content, as well as Cascading Style Sheets (CSS) for styling. They explore aesthetics in modern webpage design, and accessibility for diverse audiences.

Optionally, students learn how to integrate JavaScript programming for more advanced webpage behaviour.

Achievement standards

By the end of Year 10 students develop and modify innovative digital solutions, decompose real-world problems, and critically evaluate alternative solutions against stakeholder elicited user stories. They acquire, interpret and model complex data with databases and represent documents as content, structure and presentation. They use advanced features of digital tools to create interactive content, and to plan, collaborate on and manage agile projects.

Content descriptions

Data representation AC9TDI10K02

Generating and designing AC9TDI10P07, AC9TDI10P05, AC9TDI10P06

Producing and implementing AC9TDI10P09

Collaborating and managing AC9TDI10P11

Related content and General Capabilities

English: Literacy: Creating texts AC9E9LY06, AC9E10LY06

Digital Literacy: Creating and exchanging, Managing and operating

Critical and Creative Thinking

This topic enables students to

name and describe the layers of web development and identify components of webpages as belonging to them
understand how the separation of content, structure and presentation helps create viable webpages
create simple webpages using basic elements of HTML and CSS
apply contemporary web development practices for functionality, accessibility, usability and aesthetics
optionally, apply JavaScript to imbue webpages with useful behaviour.

Supplementary information

HTML and CSS are neither general-purpose programming languages nor object-oriented programming languages.

The optional topic JavaScript in a webpage is recommended for students studying the JavaScript language rather than the Python language, since webpage elements (for example, images, text and links) provide a graphical user interface for JavaScript. However, the JavaScript pathway in the Years 9-10 Programming unit ensures provision of JavaScript programming activities with appropriate complexity.

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

Assessment View assessment advice

Assessment

A rubric can focus on one specific criterion related to a content description as in this example focusing on students’ knowledge and skills related to webpages and use of CSS. Use this example as a starting point to assess students' knowledge and skills.

A relevant question to pose is ‘Why is content separated from presentation?’

This type of question allows students to draw on their knowledge and understanding and present their ideas using relevant examples.

Achievement standard

Students acquire, interpret and model complex data with databases and represent documents as content, structure and presentation.

Use this resource, Rubric example, for further assessment advice that incorporates elements of design and project management. Modify the example to suit your students and context.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Webpage design: Separating style from content	with guidance describes the purpose of CSS	describes the purpose of CSS with a relevant example	describes the purpose of CSS with a relevant example and explains how this enhances webpage design	describes the purpose of CSS with a relevant example and explains how this enhances webpage design. Explains how this practice enables efficient updates of content
Webpage design: applies knowledge of CSS	with guidance applies CSS styles to a given webpage	applies CSS styles to a given webpage	designs and applies CSS code to their own webpages	applies knowledge of CSS to their own original webpages and demonstrates different designs using identical content

Unit sequence

This topic offers 3 sequential units and an optional 4th unit

Unit 1

What makes a webpage?

Explore the three layers of web development and introduce the types of coding that underlie hypertext markup language (HTML), Cascading Style Sheets (CSS) and JavaScript.

Learn More

Unit 2

HTML and CSS

Take a deeper dive into how the content, structure and presentation layers are achieved using HTML and CSS.

Learn More

Unit 3

Designing a webpage for everyone

Explore simple accessibility standards, tools and features in webpages, together capable of helping a large subset of people with accessibility needs.

Learn More

Unit 4

JavaScript in a webpage (optional)

Explore how webpage elements (images, text and links) become a graphical user interface for JavaScript, with this language adding behaviour on top of the content, structure and presentation layers of webpages.

Learn More

What makes a webpage?

What is this about?

Students discover these three layers of web development and practise recognising them in actual websites. They develop an appreciation for why this separation is important for creating viable webpages. They are briefly introduced to the types of coding that underlie HTML, CSS and JavaScript.

Content description

Represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important AC9TDI10K02

This sequence enables students to:

describe the three layers of webpages: content and structure, presentation and behaviour
separate websites into their constituent components and identify these as belonging to the different layers
outline how each layer is independently designed and manipulated
explain how the three layers can combine and align to make good webpages.

Resources to include

Resources to introduce

Years 9–10 Internet Archive Wayback Machine

Use this archive to look up and view past versions of websites dating back to the 1990s. Try well-established organisations and companies (for example, NASA, Formula 1, Apple, IBM).

Requires

internet access
computers, laptops or tablets

Suggested time

n/a

Enables students to:

view past versions of well-established websites
gain an appreciation for how much webpages have evolved and changed over time.

Go to resource Close

Years 9–10 How do websites work?

View this video to introduce the three layers and then give students the opportunity to reveal them in actual websites using their browser.

Requires

internet access
computers or laptops

Suggested time

7 minutes

Enables students to:

understand the difference between the three layers of a webpage and the codes underpinning them
manipulate a local copy of an existing webpage in their browser.

Go to resource Close

Years 9–10 What makes up a webpage?

View this video to introduce the three layers and then discuss useful analogies for them.

Requires

internet access
computers or laptops

Suggested time

3 minutes

Enables students to:

understand the difference between the layers of a webpage and the types of code that underpin them.

Go to resource Close

Years 9–10 Three layers of web design

Read this short article to understand the explicit benefits for separating the three layers.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

understand the difference between the three layers
appreciate why it is useful to separate the layers in terms of representation.

Go to resource Close

Years 9–10 What is HTML, CSS and JavaScript?

View this video to gain an understanding of HTML, CSS and JavaScript. The presenter simplifies and distils each topic.

Requires

internet access
computers or laptops

Suggested time

7 minutes

Enables students to:

understand the difference between HTML, CSS and JavaScript in terms of how they manifest in webpages.

Go to resource Close

Resources to develop and consolidate learning

Years 9–10 Coding for web design 101

Read this longer-format article for examples of what authoring in the three layers does to change a user’s experience of a webpage.

Requires

internet access
computers, laptops or tablets

Suggested time

20 minutes

Enables students to:

understand the difference between the three layers
understand how the three layers manifest in terms of a user’s web-browsing experience.

Go to resource Close

Years 9–10 HTML vs CSS vs JS

Display this poster to summarise the differences in form and function between the coding languages of the three layers.

Requires

access to electronic or printed poster

Suggested time

n/a

Enables students to:

remember the form and function of the coding languages that underlie the three layers.

Go to resource Close

Years 9–10 NotePad++

Use this small application as an improved version of Notepad to view and edit webpage files offline (Windows only).

Requires

internet access
Windows computers or laptops
installation of NotePad++ (free application)

Suggested time

n/a

Enables students to:

open webpage files and display HTML and CSS in a neat and colour-labelled fashion (syntax highlighting)
gain similar functionality for other code files.

Go to resource Close

Years 9–10 Visual Studio Code

Use this advanced application to view and edit webpage files offline on Windows or Mac.

Requires

internet access
computers or laptops
installation of Visual Studio Code (free application)

Suggested time

n/a

Enables students to:

open webpage files and display HTML and CSS in a neat and colour-labelled fashion (syntax highlighting)
use a complete programming IDE.

Go to resource Close

Resources to extend and integrate learning

Years 9–10 Evolution of web design 1990–2019

View this video to discover how webpages have changed over the past three decades and the developments in web technologies that enabled this.

Requires

internet access
computers, laptops or tablets

Suggested time

9 minutes

Enables students to:

know how webpage designs have evolved since the beginnings of the World Wide Web.

Go to resource Close

Years 9–10 What is three-tier architecture?

Read this article to explore a similar separation into three layers, in the field of software application design.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

explore an analogous parallel for the three-layered structure of webpages in a different but related field.

Go to resource Close

HTML and CSS

What is this about?

This topic takes a deeper dive into how the content and structure and presentation layers are achieved using hypertext markup language (HTML) and Cascading Style Sheets (CSS). Students are introduced to the markup languages of HTML and CSS, working with both to create simple webpages.

Content description

Represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important AC9TDI10K02

Design and prototype the user experience of a digital system AC9TDI10P07

This sequence enables students to:

explain what HTML is, its basic components and syntax, and how it defines the content and structure layer of a webpage
explain what CSS is, its basic components and syntax, and how it defines the presentation layer of a webpage
apply HTML and CSS in tandem to create simple webpages.

Supplementary information

HTML and CSS are markup languages. They are neither general-purpose programming languages nor object-oriented programming languages.

Resources to include

Resources to introduce

Years 9–10 Separation of Concerns

View this video to quickly understand how CSS can modulate HTML, using the analogy of a Word document.

Requires

internet access
computers, laptops or tablets

Suggested time

2 minutes

Enables students to:

understand how a change in presentation can efficiently effect multiple changes in the content and structure.

Go to resource Close

Years 9–10 Introduction to HTML + Structure of an HTML Page

View the first two videos of this playlist to introduce HTML tags and structure. Students can replicate the results using the CodeHS tool shown or another editing tool.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts for drag-and-drop blocks (optional)

Suggested time

15 minutes

Enables students to:

create a simple one-line webpage using a very basic HTML structure.

Introduction to HTML + Structure of an HTML PageImage

Go to resource Close

Years 9–10 Introduction to CSS

View this video to introduce a CSS rule and see how it can be used to modulate HTML. Students can replicate the results using the CodeHS tool shown or another editing tool.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts for drag-and-drop blocks (optional)

Suggested time

9 minutes

Enables students to:

modulate the presentation of an HTML tag in a simple one-line webpage using a very basic CSS rule.

Go to resource Close

Years 9–10 Differences between HTML & CSS

Use this infographic to remind students of the nature, uses and syntax structure of HTML and CSS.

Requires

internet access
computers or laptops

Suggested time

n/a

Enables students to:

remember and understand the differences between HTML and CSS.

Go to resource Close

Resources to develop and consolidate learning

Years 9–10 Introduction to HTML

Use this to introduce markup and HTML and follow a step-by-step tutorial for structuring a body of plain text. The resource also mentions online HTML documentations.

Requires

internet access
computers or laptops

Suggested time

11 minutes

Enables students to:

understand what markup and HTML mean
understand the basic structure of an HTML tag
use basic HTML tags to structure a body of text.

Go to resource Close

Years 9–10 CodePen

A free online editor for practising developing webpages: write HTML, CSS and JavaScript and see the resulting webpage in real time.

Requires

internet access
device with internet access

Suggested time

n/a

Enables students to:

write and manipulate code in HTML or JavaScript (or both) and observe its representation as a webpage.

Go to resource Close

Years 9–10 CodeHS IDE

Use the block-view mode of this editor to use drag-and-drop blocks (similar to Scratch coding) rather than typing text.

Requires

internet access
computers or laptops
free CodeHS accounts for drag-and-drop blocks (optional)

Suggested time

n/a

Enables students to:

author in HTML and see the resulting webpage.

Go to resource Close

Years 9–10 HTML/CSS Starter

Work through this online self-paced course to attain beginner skills in using HTML tags and CSS rules to structure and stylise simple webpages.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

2 hours

Enables students to:

write HTML tags with correct syntax to structure a webpage
write CSS rules with correct syntax to stylise HTML elements in a webpage
combine HTML and CSS to manipulate simple webpages to appear coherent, well laid out and aesthetically pleasing.

Go to resource Close

Years 9–10 A matter of style

Use this lesson to explore the benefits of using CSS to change presentation, while having students reflect on criteria for effective design.

Requires

internet access
computers or laptops
if using Chrome browser: install Web Developer plugin (free)

Suggested time

1-2 hours

Enables students to:

explore the versatility and importance of CSS
evaluate and reflect on effective webpage designs achieved through CSS.

Go to resource Resource details Close

Years 9–10 HTML & CSS courses and tutorial

A selection of free HTML and CSS self-paced courses ranging from beginner to intermediate level. It is recommended starting with Learn HTML and Learn CSS.

Requires

internet access
computers or laptops
free Codecademy accounts

Suggested time

10 hours

Enables students to:

learn the basics of using HTML and CSS.

Go to resource Close

Resources to extend and integrate learning

Years 9–10 HTML/CSS for Beginners 1 course

Use this to continue building skills acquired in the HTML/CSS Starter course on Grok Academy.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

4 hours

Enables students to:

learn more advanced usage of HTML and CSS.

Go to resource Close

Years 9–10 HTML/CSS for Beginners 2 course

Use this to continue building skills acquired in the HTML/CSS Starter and Beginners 1 modules on Grok Academy.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

3 hours

Enables students to:

learn more advanced usage of HTML and CSS.

Go to resource Close

Years 9–10 HTML documentation

Access full online documentation referencing all of HTML.

Requires

internet access
computers, laptops or tablets

Suggested time

n/a

Enables students to:

access information on any aspect of the HTML language and its usage.

Go to resource Close

Years 9–10 CSS documentation

Access full online documentation referencing all of CSS.

Requires

internet access
computers, laptops or tablets

Suggested time

n/a

Enables students to:

access information on any aspect of the CSS language and its usage.

Go to resource Close

Years 9–10 The Evolution of HTML

Read this article for a history of the development of HTML over the decades.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

learn about the beginnings of HTML and how it has evolved over many decades.

Go to resource Close

Years 9–10 A brief history of CSS

Read this article on the origins of CSS and how it came to dominate as the styling language of choice for web design.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

learn about the beginnings of CSS and how it came to be the standard language for the presentation layer of webpages.

Go to resource Close

Designing a webpage for everyone

What is this about?

Students explore simple accessibility standards, tools and features in webpages, together capable of covering a large subset of people with accessibility needs.

Incorporating accessibility features into webpages is a shared responsibility and an expectation for web designers and developers, with benefits for everyone. A large number of circumstances may prevent a user from being able to properly access, operate and understand webpages. These include issues relating to hardware (for example, old legacy devices), software (for example, different browsers), networks (for example, limited internet bandwidth), individual disability or impairment (for example, hearing, vision or mobility) and environmental circumstances (for example, sunlight glare or being in a loud environment).

Content description

Represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important AC9TDI10K02

Design and prototype the user experience of a digital system AC9TDI10P07

Select and use emerging digital tools and advanced features to create and communicate interactive content for a diverse audience AC9TDI10P11

This sequence enables students to:

understand the various factors that may negatively affect an internet user’s experience of a webpage
appreciate the need for and benefits of providing equitable access to digital information for diverse audiences
use their web design skills in ways that incorporate accessibility for a diverse audience of internet users.

Resources to include

Resources to introduce

Years 9–10 Web Accessibility Perspectives

View this video for 10 simple examples of web accessibility features that are essential for people with disability, and helpful for everyone. Use it to stimulate a discussion about the ethics involved in web accessibility.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

discover a number of common simple web accessibility features
explain why incorporating web accessibility features in webpages is important.

Go to resource Close

Years 9–10 Do you REALLY need to care about web accessibility?

View this video to dispel the myths of web accessibility being hard and being only for users with disability, with concrete examples of how it can be easily achieved in HTML or CSS.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

appreciate that incorporating web accessibility is easy and benefits everyone
learn some simple ways of achieving better accessibility on a webpage.

Do you REALLY need to care about web accessibility?Image

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Years 9–10 POUR: The 4 principles of accessibility

Hear an accessibility expert break down the four accessibility principles of webpages and digital services. Discuss with students examples of when these are not followed.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

understand the four principles of accessibility
discuss why these four principles are important.

POUR: The 4 principles of accessibilityImage

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Resources to develop and consolidate learning

Years 9–10 Tools for testing responsive design for websites

Quickly test how different devices display a webpage. In Chrome or Edge, using mouse actions right-click on a website, choose Inspect, then find the Devices button to the left of the Elements tab.

Requires

internet access
computers or laptops
Google Chrome or Edge (similar tools available in Safari and Firefox)

Suggested time

n/a

Enables students to:

view websites as they would be displayed on different devices’ screen sizes and resolutions.

Tools for testing responsive design for websitesImage

Go to resource Close

Years 9–10 Alt text - why it’s important for accessibility and SEO

Read this article to understand how alternative text is added, see examples of it done poorly and well, and appreciate its benefits.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

understand the usage and benefits of the alternative text HTML tag.

Alt text - why it’s important for accessibility and SEOImage

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Years 9–10 Contrast Checker

Use this tool to help students understand what good colour contrast looks like.

Requires

internet access
computers or laptops

Suggested time

n/a

Enables students to:

select and view foreground-background colour pairs and have their contrast levels automatically evaluated.

Go to resource Close

Years 9–10 How to keyboard accessibility test

View this video to explain how to check if a webpage is properly keyboard accessible. Students can try this on various websites.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

understand the features that make a webpage properly keyboard accessible
experiment with accessing webpages using a keyboard.

Go to resource Close

Resources to extend and integrate learning

Web Content Accessibility Guidelines
Find out more

Years 9–10 Web Content Accessibility Guidelines

Visit the official guidelines document for comprehensive web content accessibility published by the World Wide Web Consortium (W3C).

Requires

internet access
computers, laptops or tablets

Suggested time

n/a

Enables students to:

view the full guidelines for all possible accessibility features that are recommended for web content.

Web Content Accessibility GuidelinesImage

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JavaScript in a webpage (optional)

What is this about?

Modern websites often incorporate elements that are interactive or responsive to user input, and interact with data sources. This functionality is achieved through the use of web programming languages – such as JavaScript – that allow for the implementation of algorithms, decisions, repetition, functions and data structures.

In this topic students explore how webpage elements (for example, images, text and links) become a graphical user interface for JavaScript, with this language adding ‘behaviour’ on top of the content, structure and presentation layers of webpages. JavaScript as a pure language is covered thoroughly in the Years 9-10 Programming unit.

Content description

Represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important AC9TDI10K02

Design algorithms involving logical operators and represent them as flowcharts and pseudocode AC9TDI10P05

Validate algorithms and programs by comparing their output against a range of test cases AC9TDI10P06

Design and prototype the user experience of a digital system AC9TDI10P07

Implement, modify and debug modular programs, applying selected algorithms and data structures, including in an object-oriented programming language AC9TDI10P09

This sequence enables students to:

explain JavaScript's basic components and syntax and how it creates the behaviour layer of a webpage
understand and apply some features of JavaScript to add interactivity and other behaviour elements to a webpage.

Supplementary information

This optional topic is not a full introduction to JavaScript, general-purpose programming or object-oriented programming. It does not cover the breadth of the skills and concepts available in the Years 9-10 Programming unit, which caters to Python and JavaScript.

Resources to include

Resources to introduce

Years 9–10 What is JavaScript? What does it do, and what is it used for?

View this video to introduce JavaScript and give concrete examples of what it can do for webpages.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

observe different ways that JavaScript adds behaviour and responsiveness to webpages.

What is JavaScript? What does it do, and what is it used for?Image

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Years 9–10 Keep Calm and Carry On Coding

Use this lesson to examine and modify the HTML, CSS and JavaScript of a simple webpage.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

view the HTML, CSS and JavaScript for a simple webpage
modify a webpage by altering its code.

Go to resource Close

Resources to develop and consolidate learning

Years 9–10 Coding for GUIs course

Choose this lesson sequence to help students learn basic principles of graphical user interfaces while creating interactive webpages with HTML, CSS and JavaScript.

Requires

internet access
computers or laptops

Suggested time

10 hours

Enables students to:

incorporate GUIs into programming focus on principles of user interface while using JavaScript code to make webpages interactive.

Coding for GUIs (JavaScript edition): Index pageImage

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Years 9–10 Webpages with JavaScript

Choose this online course to work with HTML, CSS and JavaScript, providing students with interactive, self-marking coding exercises. The resource includes a teacher dashboard to monitor progress. * If students are new to HTML, this course should be preceded by HTML/CSS Starter.

Requires

internet access
computers, laptops or tablets
free Grok Academy accounts

Suggested time

10 hours*

Enables students to:

learn JavaScript programming concepts in the context of webpages with HTML and CSS
make interactive webpages using JavaScript and HTML
build their own puzzle game.

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Years 9–10 replit.com

Use this online environment to write and test HTML, CSS and JavaScript. Note: Selecting 'HTML, CSS, JS' starts a project with a webpage development experience.

Requires

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

Suggested time

n/a

Enables students to:

write and test JavaScript code in an online IDE (integrated development environment).

Go to resource Close

Resources to extend and integrate learning

Years 9–10 Minecraft crafting table

Use this lesson to investigate the HTML, CSS and JavaScript code for a webpage, figure out how it works, then make modifications.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

view the HTML, CSS and JavaScript for a webpage and understand how it works
modify a webpage by altering its code.

Go to resource Close

Years 9–10 Web development

Use this thorough online course to build skills for designing and maintaining webpages, including the use of JavaScript.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts

Suggested time

20 hours

Enables students to:

complete projects on web development
incorporate JavaScript into webpages.

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Years 9–10 JavaScript tutorial - What is AJAX?

View this for a brief introduction to AJAX (Asynchronous JavaScript and XML) and how it enables some of the interactivity and responsiveness of Web 2.0 that we have become accustomed to.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe AJAX and the type of functionality that it enables online.

JavaScript tutorial - What is AJAX?Image

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Cybersecurity

Overview

This unit considers how and why data is kept secure on the internet. Students refresh and build on their understanding of network hardware and internet protocols. They examine the Australian Privacy Principles and their implications for individuals and organisations, providing a rationale to explore how cyberthreats can be investigated, modelled and mitigated. Students also learn and practise specific techniques for encrypting and compressing data, allowing it to be transmitted more securely and efficiently.

Achievement standards

By the end of Year 10 students explain how digital systems manage, control and secure access to data; and model cyber security threats and explore a vulnerability. Students apply privacy principles to manage digital footprints.

Content descriptions

Digital systems AC9TDI10K01

Data representation AC9TDI10K03

Privacy and security AC9TDI10P13, AC9TDI10P14

Related content and General Capabilities

Digital Literacy: Managing and operating: Protect content, Select and operate tools

Critical and Creative Thinking: Generating, Analysing

This topic enables students to

simulate networks and describe network protocols used to transmit and secure data on the internet
reference and describe selected Australian Privacy Principles and their implications
investigate and model cyberthreats and vulnerabilities that affect individuals and organisations
practise simple data encryption algorithms
describe and provide examples of data compression.

Supplementary information

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

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

Assessment View assessment advice

Assessment

Use this rubric to assess students’ knowledge and understanding of encryption and decryption, particularly through public and private-key cryptography, and the role they play in cybersecurity safeguarding sensitive information, ensuring secure communication, and protecting against unauthorized access or data breaches.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Encryption and decryption	with guidance can describe encryption	describes the purpose of encryption	describes one method of encryption and explains the particular need(s) met by the encryption method	suggests shortcomings of an encryption method
Public and private-key cryptography	with guidance can describe public and private-key cryptography	describes a situation in which public/private-key encryption is used	describes the function of a public and a private key	demonstrates an appreciation of the needs met by public/private-key encryption and demonstrates the detailed operation of public/private-key encryption

Unit sequence

This topic offers 3 sequential units

Unit 1

Keeping data moving

Students explore how devices are addressed across the internet and describe protocols used to ensure data integrity across a network.

Learn More

Unit 2

Keeping data secure – why and how

Students explore common vulnerabilities affecting software and digital systems, and describe common ways of mitigating cyberthreats.

Learn More

Unit 3

Encrypting and compressing data

Students explore encryption algorithms that have been used to protect data. They investigate encryption techniques used to protect data on the internet, such as public key cryptography and hashing. They explore how data such as images, audio and video are compressed to make streaming media possible.

Learn More

Keeping data moving

What is this about?

Internet hardware and software use various protocols and systems to ensure data is correctly delivered from one device to another across local networks and across the world. Students can explore the TCP/IP protocol, domain name system (DNS) and domain tables, and simulate networks to investigate how devices like routers direct packets of data to other devices.

Content description

Investigate how hardware and software manage, control and secure access to data in networked digital systems AC9TDI10K01

This sequence enables students to:

explore how devices are addressed across the internet
describe protocols used to ensure data integrity across a network (accurate transmission from one device to another)
simulate networks.

Resources to include

Resources to introduce

Years 9–10 The internet: IP addresses and DNS

View this video to introduce how addresses are assigned to devices so that data can be sent across the internet.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

10 minutes

Enables students to:

gain an understanding of IP addresses and the internet protocol
define domain name system (DNS).

Go to resource Close

Years 9–10 Working together

Use this lesson to explore network concepts through role-play and vocabulary definitions, starting with a computer's own CPU processes.

Requires

printed script and worksheets (documents provided)

Suggested time

2 hours

Enables students to:

develop understandings of the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems.

Go to resource Resource details Close

Resources to develop and consolidate learning

Years 9–10 The internet: packets, routing and reliability

View this video to continue the introduction of internet technology concepts.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

10 minutes

Enables students to:

describe how the internet protocol and associated protocols emphasise reliability of data transfer.

The internet: packets, routing and reliabilityImage

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Years 9–10 Networking – Cyber security

Choose this online course to explore IP addresses, routing, DNS and some security concepts with hands-on exercises and challenges.

Requires

internet access
computers or laptops
class set of micro:bits (optional)
free Grok Academy accounts

Suggested time

6 hours

Enables students to:

discover IP addresses, routers and DNS
use a micro:bit or micro:bit simulator in an interactive, self-marking coding environment.

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Years 9–10 The internet course unit

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

Requires

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

Suggested time

6 hours

Enables students to:

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

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Years 9–10 Filius

Use this sophisticated offline application to simulate networks. Instructional videos and other resources are also available.

Requires

Windows or Linux computers or laptops
installation of Filius (free application)

Suggested time

30 minutes

Enables students to:

simulate networks
practise using IP addresses, subnet masks and other networking concepts.

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Years 9–10 Network design tool

Use this student-friendly tool to design a network diagram.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

identify network components
construct a network diagram.

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Years 9–10 LAN Party

Use this unplugged lesson to explore and practise using IP addresses, and learn about the concept of subnet masks.

Requires

printed lesson with worksheets (documents provided)

Suggested time

1 hour

Enables students to:

explore how subnet masks make it possible to keep IP addresses unique within an individual network.

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Years 9–10 Computer Networks Concepts

Use this interactive to connect definitions related to the internet and network protocols.

Requires

internet access
computers, laptops or tablets

Suggested time

15 minutes

Enables students to:

test their knowledge of network and internet terminology.

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Resources to extend and integrate learning

Years 9–10 The Internet

View this video for a more technical introduction to the internet protocol, DNS, TCP/IP and UDP.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

15 minutes

Enables students to:

gain a condensed overview of significant foundational concepts related to the internet.

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Years 9–10 Networking basics

Use this professional (free) online course from networking giant Cisco to cover networking concepts in detail.

Requires

internet access
computers, laptops or tablets
free Cisco Networking Academy accounts

Suggested time

20 hours

Enables students to:

work through and assess a broad range of networking concepts in a professional-oriented course.

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Keeping data secure – why and how

What is this about?

The Australian Privacy Principles govern the way organisations can keep and use individuals' data, among other things. This means organisations of various scales are obliged to address potential and real cyberthreats. Students investigate the 13 principles, then explore how cybersecurity professionals model and mitigate cyberthreats.

Content description

Investigate how hardware and software manage, control and secure access to data in networked digital systems AC9TDI10K01

Develop cyber security threat models, and explore a software, user or software supply chain vulnerability AC9TDI10P13

Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect AC9TDI10P14

This sequence enables students to:

reference and describe the 13 Australian Privacy Principles, and some of their important applications
describe common vulnerabilities affecting software and digital systems more generally
explore how cyberthreats are investigated and modelled
describe common ways of mitigating cyberthreats, such as access control.

Resources to include

Resources to introduce

Years 9–10 Australian Privacy Principles quick reference

Refer to this Australian Government document to view a summary of the 13 Australian Privacy Principles.

Requires

internet access
computers, laptops or tablets

Suggested time

15 minutes

Enables students to:

describe the basics of the Australian Privacy Principles.

Australian Privacy Principles quick referenceImage

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Years 9–10 Australian Privacy Principles

View this video for a concise outline of the 13 Australian Privacy Principles. View with the official quick reference.

Requires

internet access
computers or laptops to view video

Suggested time

15 minutes

Enables students to:

gain a brief, clear overview of what the 13 Australian Privacy Principles are designed to do.

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Resources to develop and consolidate learning

Years 9–10 Cybersecurity

View this video for a condensed introduction to common cyberthreats and mitigations. Continue with the Hackers and cyber attacks video.

Requires

internet access
computers or laptops to view video

Suggested time

13 minutes

Enables students to:

learn about software and network vulnerabilities that leave systems open to attacks, such as brute force attacks and malware
discover types of cyberthreats such as social engineering, buffer overflow and code injection.

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Years 9–10 Digital Forensics

Use this online course to learn and practise techniques for investigating and solving a data breach, using a virtual machine.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

3 hours

Enables students to:

learn and practise skills used in investigating data breaches
see the Australian Privacy Principles in context
work with a virtual machine.

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Years 9–10 Modelling Cyber Threats

Discover how cyber security professionals use modelling tools to identify system threats and understand the risks they pose. Learn from experts as they take you through the goals of cyber security, and the numerous threats posed by attackers and hackers .

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

3 hours

Enables students to:

explore how organisations prepare themselves to deal with cyberthreats
learn about the CIA model for understanding and mitigating cyberthreats.

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Years 9–10 Cybersecurity and Global Impacts course unit

Choose this lesson series to introduce key concepts about data privacy cyberthreats.

Requires

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

Suggested time

9 hours

Enables students to:

consider organisational policies for data security (not Australia specific)
discover common security risks and their mitigations.

Cybersecurity and Global Impacts course unitImage

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Years 9–10 Network Security Terminology

Use this interactive to connect definitions related to network security and cyberthreats.

Requires

internet access
computers or laptops

Suggested time

15 minutes

Enables students to:

test their knowledge of terminology related to network security and cyberthreats.

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Years 9–10 CS4G Network Simulator

Use this online platform to simulate different cyber attacks on a network.

Requires

internet access
computers or laptops

Suggested time

15 minutes

Enables students to:

test their knowledge of terminology related to network security and cyberthreats.

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Resources to extend and integrate learning

Years 9–10 MI6: Mission Alpha

Use this short lesson series to combine knowledge of algorithms with cybersecurity concepts such as authentication and threat mitigation.

Requires

internet access
computers or laptops

Suggested time

2 hours

Enables students to:

apply algorithm knowledge to crack phone authentication systems
explore cyberthreat modelling while creating a network forensics report
recommend mitigations for cyberthreats.

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Years 9–10 Web security

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

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

6 hours

Enables students to:

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

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Years 9–10 Cyber Hunt

Select short, standalone activities recommended for years 9–10.

Requires

internet access
computers, laptops or tablets

Suggested time

5–15 minutes each activity

Enables students to:

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

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Years 9–10 REDSPICE

Read about the Australian Government's large-scale initiative to boost national cybersecurity, announced in 2022.

Requires

internet access
computers or laptops to view article

Suggested time

15 minutes

Enables students to:

describe the initiative to boost national cybersecurity.

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Years 9–10 CyberTaipan

Participate in a nationwide cybersecurity competition with modules to help teams prepare.

Requires

significant technical and software requirements

Suggested time

2-3 hours

Enables students to:

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

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Years 9–10 ASD CyberEXP

Use this course to focus on careers in cybersecurity.

Requires

internet access
computers, laptops or tablets
free LifeJourney accounts

Suggested time

2 hours

Enables students to:

learn about cybersecurity careers and skills.

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Encrypting and compressing data

What is this about?

Encryption techniques make data less readable – and thus less accessible – so that it can be transmitted more securely across a network and decrypted at its destination. Compression techniques exploit patterns in data so that it can be reduced in size for more efficient transmission, such as for streaming video with a lower bitrate. Students explore and try out different encryption and compression methods.

Content description

Investigate how hardware and software manage, control and secure access to data in networked digital systems AC9TDI10K01

Investigate simple data compression techniques AC9TDI10K03

This sequence enables students to:

explore and practise encryption algorithms that have been used to protect data
describe encryption techniques used to protect data on the internet, such as public key cryptography and hashing
describe how data such as images, sounds and video are compressed to make streaming media possible.

Resources to include

Resources to introduce

Years 9–10 Cryptography

View this video for a condensed introduction to contemporary encryption techniques, including the Advanced Encryption Standard (AES), symmetric and asymmetric encryption, and public key encryption.

Requires

internet access
computers or laptops to view video

Suggested time

15 minutes

Enables students to:

learn about a modern binary encryption method (AES)
describe general approaches to encryption such as one-way functions and public key encryption.

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Years 9–10 Guess the sentence

While applicable to younger year levels, use this unplugged activity to introduce the concept of compression of data.

Requires

at least three pieces of paper per student, and pens

Suggested time

30 minutes

Enables students to:

explore the concept of information as applied to text
discuss how text (and images, sound and video) might be compressed.

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Years 9–10 Compression

View this video for an overview of the theory behind compression techniques for images and audio.

Requires

internet access
computers or laptops to view video

Suggested time

15 minutes

Enables students to:

compare lossy and lossless compression
gain and introduction to run-length encoding
observe how image compression works
hear an explanation of audio and video compression.

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Resources to develop and consolidate learning

Years 9–10 Keeping secrets

In this lesson sequence students examine cryptography and modern encryption methods for transmitting digital data securely. Encryption of data is a means of protecting data, one example being the use of secret and public keys

Requires

internet access
computers or laptops
spreadsheet software (for example, Microsoft Excel, Google Sheets)
printed worksheets (included)

Suggested time

2 hours

Enables students to:

use spreadsheet functions to encrypt and decrypt text with well-known ciphers.

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Years 9–10 Kid Krypto

Use this unplugged activity to explore how public key encryption (where both communicators do not need to share a private key) works.

Requires

slides or handouts (included)

Suggested time

1 hour

Enables students to:

discover what makes public key encryption possible.

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Years 9–10 Cryptography

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

Requires

internet access
computers, laptops or tablets
free Grok Academy accounts

Suggested time

6 hours

Enables students to:

explore and practise encryption and decryption
learn about cybersecurity careers.

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Years 9–10 Symmetric vs asymmetric encryption

Read this article to learn about symmetric and asymmetric encryption, and how they combine for SSL handshakes. Includes interactive tools.

Requires

internet access
computers, laptops or tablets

Suggested time

45 minutes

Enables students to:

explain common encryption techniques and practices.

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Years 9–10 Text compression widget

Try this text compression widget to apply the concept of identifying patterns of repeated information.

Requires

internet access
computers, laptops or tablets

Suggested time

20 minutes

Enables students to:

practise compressing text by identifying repeated information.

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Years 9–10 Data compression

Use this lesson to practise working with RGB pixels, leading to a discussion of image compression.

Requires

internet access
computers, laptops or tablets

Suggested time

90 minutes

Enables students to:

work with RGB values and bitmasks
discuss how images might be compressed.

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Years 9–10 Compression

Use this free online textbook chapter to delve into compression theory and techniques.

Requires

internet access
computers, laptops or tablets

Suggested time

90 minutes

Enables students to:

investigate different compression techniques and applications.

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Years 9–10 Audacity

Use this popular sound editing tool to demonstrate the effect of different compression rates on audio quality.

Requires

computers or laptops
installation of Audacity (free application)

Suggested time

1 hour

Enables students to:

use software to record audio and visualise its digital samples
export audio into files with different compression levels to listen to the effect on the sound.

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Resources to extend and integrate learning

Years 9–10 Cryptography challenge

Try this challenge to write a decryption algorithm in Python, based on the given encryption algorithm.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

apply their general-purpose programming skills to a cryptography context.

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Years 9–10 Cryptographic Challenge: Base64 to Hex

Try this challenge to practise the Base64 encoding in a programming language.

Requires

internet access
computers, laptops or tablets
a programming environment (for example, for Python or JavaScript)

Suggested time

2 hours

Enables students to:

apply their general-purpose programming skills to a cryptography context
try designing and implementing code to perform Base64 encoding.

Cryptographic Challenge: Base64 to HexImage

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Data science skills

Overview

This unit introduces data science as a process, focusing on specific skills used in data science. These include the acquisition of data from surveys, sensors or online repositories; storage and analysis of that data; and its visualisation, including with interactivity. When acquiring and analysing data, students can apply the Australian Privacy Principles formally introduced in the years 9–10 Cybersecurity unit. They can also build on the database and spreadsheet skills introduced in the years 7–8 Working with data unit, now querying relational databases and using more advanced spreadsheet formulas and functions.

Achievement standards

By the end of Year 10 students acquire, interpret and model complex data with databases and represent documents as content, structure and presentation. They use advanced features of digital tools to create interactive content, and to plan, collaborate on, and manage agile projects. Students apply privacy principles to manage digital footprints.

Content descriptions

Acquiring, managing and analysing data AC9TDI10P01, AC9TDI10P02, AC9TDI10P03

Generating and designing AC9TDI10P07

Privacy and security AC9TDI10P14

Related content and General Capabilities

Mathematics: Statistics AC9M9ST02, AC9M9ST04, AC9M8ST05

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

Critical and Creative Thinking

This topic enables students to

explore the structure of simple relational databases and use Structured Query Language (SQL) to query them
apply spreadsheet formulas, functions and techniques to clean and analyse data
create interactive visualisations of data
explore the process of data science
acquire data from surveys, electronic sensors and online repositories
apply the Australian Privacy Principles to consider digital footprints and the protection of personal data.

Supplementary information

This unit focuses on building specific skills rather than providing the opportunity for a purposeful design project. Students may choose to undertake their own data investigation in the unit Student-driven project.

It is possible to use programming languages, such as Python, to perform data analysis. Some resources in this unit may reference techniques and tools; however, they do not constitute an introduction to general-purpose programming. See the Years 9-10 Programming unit.

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

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

Assessment View assessment advice

Assessment

Use this rubric to assess students’ knowledge and understanding of:

use of relational databases to organise and structure data and perform data retrieval
use of spreadsheets and data visualisation.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Relational databases to organise and structure data and perform data retrieval	with guidance, can create a basic database structure and with support uses a relevant query to retrieve data	design and implement a basic database structure and perform simple queries to retrieve data	creates and manages a well-structured database and efficiently retrieves data using relevant queries	creates and manages a sophisticated database and efficiently retrieves data using complex queries
Spreadsheet and data visualisation	with guidance can perform basic data tasks in spreadsheet software and with support creates basic visualisations of data	performs basic data tasks using spreadsheet software and basic visualisations of data	applies advanced functions and pivot tables independently in spreadsheet software for effective data analysis. Creates interactive visualisations with features such as buttons and dropdowns for data selection	completes complex data tasks with precision using advanced functions and pivot tables. Creates sophisticated interactive visualisations, incorporating dynamic features for data selection
Data science life-cycle: defining objectives, collecting and cleaning data, performing analysis, and deriving insights	with guidance, applies elements of the data science life-cycle	applies aspects of the data science life-cycle. Uses basic data acquisition techniques and employs basic data cleaning methods. Uses analytical tools for simple insights	applies the data science life-cycle process effectively in real-world scenarios. Demonstrates proficiency in data acquisition techniques, employs thorough data cleaning methods, and uses analytical tools to derive meaningful insights	applies the data science life-cycle process to complex real-world scenarios. Uses advanced data acquisition techniques, thorough data cleaning methods, and utilises sophisticated analytical tools for in-depth insights

Unit sequence

This topic offers 3 sequential units

Unit 1

Accessing data in relational databases

Students explore relational databases to organise and structure data to retrieve only the data that is relevant to their needs.

Learn More

Unit 2

Analysing and visualising data with spreadsheets

Students use spreadsheet software for data tasks, applying advanced functions and pivot tables. They create interactive visualisations with features such as buttons and dropdowns for data selection.

Learn More

Unit 3

The process of data science

Students apply the data science life-cycle process to real-world scenarios, practising data acquisition techniques, employing data cleaning methods, and using analytical tools to derive insights.

Learn More

Accessing data in relational databases

What is this about?

Relational databases allow data to be structured in more complex and organised ways than are possible in a standard spreadsheet. By understanding the relationships between tables within a database, students can create queries (including with SQL) to retrieve only the data that is relevant to their needs. This output can be exported to a spreadsheet for further analysis.

Content description

Develop techniques to acquire, store and validate data from a range of sources using software, including spreadsheets and databases AC9TDI10P01

Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers AC9TDI10P02

Model and query entities and their relationships using structured data AC9TDI10P03

This sequence enables students to:

review the record structure for data
explore how databases organise data via simple relationships between tables
visualise the relationships using entity relationship diagrams
make queries on single-table and multi-table databases to select data that meets particular criteria.

Resources to include

Resources to introduce

Years 9–10 Database tutorial for beginners

View this video to review why a database is often used instead of a spreadsheet, and to introduce entity relationship diagrams, which visualise the relationships between tables in a database.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

review how and why a database is structured differently from a spreadsheet
explore entity relationship diagrams and relationships between tables in a database.

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Years 9–10 What is SQL?

View this short video to review the basics of SQL, the standard language for interacting with relational databases.

Requires

internet access
computers, laptops or tablets

Suggested time

5 minutes

Enables students to:

describe the functions of SQL and how it allows data to be requested from a database (as well as added, removed or updated).

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Years 9–10 Database uses

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

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

understand terms such as ‘record’, ‘field’, ‘query’, ‘form’ and ‘report’
understand basic database concepts.

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Resources to develop and consolidate learning

Years 9–10 Intro to SQL

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

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

3 hours

Enables students to:

learn SQL with an existing online database
practise SQL queries in an auto-marked environment.

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Years 9–10 SQL Murder Mystery

Use this fun investigation challenge to learn and apply SQL in a fully self-contained online environment.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

learn SQL with an existing online database
undertake an immersive investigation challenge.

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Years 9–10 How to use Microsoft Access

Follow this short but comprehensive video to create a simple database in Microsoft Access.

Requires

computers or laptops (no remote or local server needed)
installation of Microsoft Access (part of Microsoft Office suites)

Suggested time

1 hour

Enables students to:

create a database as a single file
practise queries, forms and reports.

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Years 9–10 OpenOffice Base

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

Requires

computers or laptops (no remote or local server needed)
installation of OpenOffice (free alternative to Microsoft Office)

Suggested time

30 minutes

Enables students to:

create and manage a database as a single file.

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Years 9–10 Everything you always wanted to know

Use this lesson to focus on database design and evaluation of impact, while applying existing database skills.

Requires

computers or laptops
prior familiarity with creating a database
a tool for creating databases, such as Microsoft Access, OpenOffice Base or a web-based solution

Suggested time

2 hours

Enables students to:

discuss database design
design a database for purpose
create a database
evaluate the impact of the database.

Everything you always wanted to know…Image

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Years 9–10 generatedata.com

Use websites like this to generate test data for use in spreadsheets and databases when real-world data is not available.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

generate random test data
export this data into spreadsheet or other forms.

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Resources to extend and integrate learning

Years 9–10 Computer Science Principles Data unit

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

Requires

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

Suggested time

9 hours

Enables students to:

learn data science principles alongside programming skills.

Computer Science Principles Data unitImage

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Years 9–10 Let's play with Pokémon data

Consider the idea in this article as a student-friendly data set for working in databases and SQL.

Requires

computers or laptops
prior familiarity with creating a database
a tool for creating databases, such as Microsoft Access, OpenOffice Base or a web-based solution

Suggested time

15 minutes

Enables students to:

create or query a database.

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Analysing and visualising data with spreadsheets

What is this about?

While specialised tools exist for cleaning, analysing and visualising data, spreadsheet software remains ubiquitous due to its flexibility and accessible features. Students build on skills developed in previous years to apply more advanced functions and powerful functions like pivot tables. They explore how charts and other visualisations can be made interactive, such as by allowing buttons and dropdowns to select a different series of data.

Content description

Develop techniques to acquire, store and validate data from a range of sources using software, including spreadsheets and databases AC9TDI10P01

Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers AC9TDI10P02

Design and prototype the user experience of a digital system AC9TDI10P07

Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect AC9TDI10P14

This sequence enables students to:

clean a spreadsheet by filtering data that is unnecessary for purpose
depersonalise a spreadsheet by removing data that unnecessarily contributes to a digital footprint
apply spreadsheet formulas and tools such as pivot tables to analyse data
create interactive charts to visualise data.

Resources to include

Resources to introduce

Years 9–10 Information is beautiful

Explore a collection of interesting and engaging data visualisations.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

be inspired by unique and interesting data visualisations.

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Years 9–10 Google Public Data

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

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe ways data visualisations can dynamically layer information.

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Years 9–10 Data analytics course

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

Requires

internet access
computers, laptops or tablets
free Grok Academy accounts

Suggested time

2 hours

Enables students to:

review the use of spreadsheets in the context of solving problems
understand foundational principles of data analysis.

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Years 9–10 Choose your own statistics

This interactive resource helps students find out more about important issues by exploring different statistics about Australian society. Students can download data sets.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

describe ways data visualisations can dynamically layer information.

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Years 9–10 How does income relate to life expectancy?

This video gives information about factors that affect life expectancy between countries. The webpage includes downloadable data sets and supporting resources.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe ways data visualisations can dynamically layer information.

How does income relate to life expectancy?Image

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Resources to develop and consolidate learning

Years 9–10 Microsoft Excel activities

Use this series of activities and worksheets to review spreadsheet skills.

Requires

internet access
computers or laptops
spreadsheet software (for example, Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

5 hours

Enables students to:

learn core spreadsheet skills through activities and worksheets.

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Years 9–10 A spreadsheet's secret weapon

Use this lesson to introduce pivot tables, a powerful tool for interactively organising and visualising data in a spreadsheet.

Requires

internet access
computers or laptops
Microsoft Excel (pivot tables are also possible in Google Sheets)

Suggested time

2 hours

Enables students to:

use hands-on activities to learn how effective pivot tables can be
practise with data sets.

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Years 9–10 How to create interactive charts in Excel

Follow this article for a guide to giving visualisations interactivity without pivot tables, in Microsoft Excel.

Requires

internet access
computers or laptops
Microsoft Excel (pivot tables are also possible in Google Sheets)

Suggested time

1 hour

Enables students to:

add user interface elements to a spreadsheet to make a chart interactive.

How to create interactive charts in ExcelImage

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Years 9–10 Sleep survey

Use this survey, data set and accompanying activities to acquire real data and analyse it with spreadsheets.

Requires

internet access
computers or laptops
spreadsheet software (Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

4 hours

Enables students to:

participate in the full process of data acquisition and analysis
use a pre-prepared online survey system to acquire data
obtain a real data set and use spreadsheets to analyse it.

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Years 9–10 Trees and satellites

Use this survey, data set and accompanying activities to acquire real data and analyse it with spreadsheets.

Requires

internet access
computers or laptops
spreadsheet software (Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

4 hours

Enables students to:

participate in the full process of data acquisition and analysis
use a pre-prepared online survey system to acquire data
obtain a real data set and use spreadsheets to analyse it.

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Years 9–10 Data Science STEM resources

Choose from these six lessons in which students work with real data sets about marine and coastal populations of animals. Note: These lessons are not recommended for introducing spreadsheet skills for the first time.

Requires

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

Suggested time

3 hours

Enables students to:

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

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Years 9–10 Australian Privacy Principles quick reference

Quickly look up any of the 13 Australian Privacy Principles or download the poster.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

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

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Resources to extend and integrate learning

Years 9–10 CSIRO educational datasets

Choose from these six lessons to work with real data sets using spreadsheets or with programming. Note: These lessons do not provide an introduction to spreadsheet skills or programming skills.

Requires

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

Suggested time

3 hours

Enables students to:

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

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Years 9–10 generatedata.com

Use websites like this to generate test data for use in spreadsheets and databases when real-world data is not available.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

generate random test data
export this data into spreadsheet or other forms.

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Years 9–10 CORGIS

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

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

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

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The process of data science

What is this about?

The data science process – sometimes called the data science life cycle – captures the stages of data acquisition, cleaning and analysis with a purpose in mind. It provides a structured framework for data scientists to follow, ensuring a purpose-driven approach to extracting meaningful insights from raw data. Students can apply this framework to real-world scenarios, practising data acquisition techniques, employing data cleaning methods, and using analytical tools to derive insights. By working on hands-on projects or exercises, students can enhance their skills in systematically approaching and solving problems within the context of the data science life cycle.

Content description

Develop techniques to acquire, store and validate data from a range of sources using software, including spreadsheets and databases AC9TDI10P01

Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers AC9TDI10P02

This sequence enables students to:

gain an overview of the data science life cycle and what data scientists do
practise applying principles and stages of data science that incorporate hands-on skills with spreadsheets.

Resources to include

Resources to introduce

Years 9–10 Intro to data science

View the first 10 minutes of this video for a concise, high-level overview of what data scientists do.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

gain an overview of what data scientists do.

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Years 9–10 The data science process: a visual guide

View this video for an introduction to modern representations of the data science life cycle.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

see the data science life cycle as broken down into two models.

The data science process: a visual guideImage

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Years 9–10 Different data science roles explained

View or display this infographic for a quick reference of the data science life cycle and the roles of various data professionals.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

view the data science life cycle
compare the roles of data scientists, data engineers and data analysts.

Different data science roles explainedImage

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Resources to develop and consolidate learning

Years 9–10 Top ten ways to clean your data

Use these steps to clean data sets.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe and use ways to clean a data set.

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Years 9–10 Data science

Use these lessons to introduce students to data science concepts that empower them to use data to investigate problems and make changes to the world around them.

Requires

internet access
computers, laptops or tablets
teacher registration to access free downloadable teaching resources from teachcomputing.org

Suggested time

30 minutes

Enables students to:

explain how visualising data can help identify patterns and trends to help us gain insights
use an appropriate software tool to visualise data sets and look for patterns or trends.

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Years 9–10 Explorations in data science course

Select units and sections from this curriculum (US based) to introduce principles and skills for data science.

Requires

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

Suggested time

12 hours

Enables students to:

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

Explorations in data science courseImage

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Years 9–10 Big data

Use this teaching module developed for Western Australian schools to introduce and apply data science skills, including spreadsheets. Note: This is a considerably long, US-based sequence of learning intended for high school. Teachers may wish to carefully select relevant units and sections for Australian students at years 9–10.

Requires

internet access
computers, laptops or tablets
spreadsheet software (for example, Microsoft Excel, Google Sheets)
printed worksheets (linked in document)

Suggested time

6 hours

Enables students to:

explore data science in the form of a design process
work with data using spreadsheets
use their data analysis to inform an innovation.

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Years 9–10 Kaggle

Use this website to find data sets for many different topics.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

find and download data sets.

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Years 9–10 Aboriginal and Torres Strait Islander connections

Use these ideas to consider the ways of data acquisition used by Aboriginal and Torres Strait Islander peoples.

Suggested time

1 hour

Enables students to:

practise obtaining data from an online data repository
perform basic cleaning on the data.

Classroom ideas F-10: Aboriginal and Torres Strait Islander connections to Digital TechnologiesImage

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Resources to extend and integrate learning

Data and medicine
Find out more

Years 9–10 Data and medicine

View this video for an exploration of how computer science and medicine combine in the area of DNA sequencing.

Requires

internet access
computers, laptops or tablets

Suggested time

10 minutes

Enables students to:

be inspired by the application of computer science in the field of medicine.

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Programming

Overview

This unit builds on the algorithm design and general-purpose programming skills developed in years 7–8, continuing in the use of Python or JavaScript.

Students practise using logical operators such as OR, NOT and AND in their algorithms. They employ formal validation in their code and use test cases for testing it. They are introduced to data structures like lists in their code implementation, and practise using debugging tools to step through and analyse their code.

Finally, they explore the object-oriented paradigm for organising code.

Achievement standards

By the end of Year 10 students design and validate algorithms and implement them, including in an object-oriented programming language.

Content descriptions

Generating and designing AC9TDI10P05, AC9TDI10P06

Producing and implementing AC9TDI10P09

Related content and General Capabilities

Mathematics: Space AC9M9SP03, AC9M10SP03

Digital Literacy: Creating and exchanging, Managing and operating

Critical and Creative Thinking

This topic enables students to

use flowcharts and pseudocode to follow and design algorithms
code and test programs in a general-purpose programming language capable of object-oriented programming (OOP), such as Python or JavaScript
utilise data structures such as lists
understand the purpose and foundational concepts of OOP.

Supplementary information

This unit focuses on building specific skills through concept exploration and exercises in pure code implementation without the use of robots or electronics (though these can also be valid contexts for developing these skills).

The final topic Object-oriented programming provides a limited number of resources for exploring the object-oriented paradigm with students of both Python and JavaScript.

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

Assessment View assessment advice

Assessment

Use this work sample WS01 - Digital project: Python game development as a guide for how you can assess student’s understanding, skills and process related to programming.

Use this rubric as a starting point for assessment of object-oriented programming (OOP).

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of OOP principles	with guidance can identify basic elements of OOP	describes the basic concepts of OOP, including the purpose of classes and objects	describes the concept of OOP, including the purpose of classes and objects providing relevant examples	describes the concept of OOP in detail, including the purpose of classes and objects providing relevant examples and explains the benefits
Programming a digital solution using OOP principles	with guidance is able to build some classes for the design	builds correct classes for the design	builds relevant classes for the design, organising code effectively, and integrating classes into a single correct working program	creates a well-structured program that integrates classes including at least one correctly working feature to their program

Unit sequence

This topic offers 3 pathways

Core Unit

Designing algorithms

What is this about?

Students build and consolidate their knowledge and skills in the design of algorithms represented as flowcharts and as pseudocode. They practise using logical operators such as OR, NOT and AND. They employ formal validation such as existence, range and type checks, and use test cases to systematically test their algorithms against design criteria.

As a specific area of algorithm design, students compare sorting algorithms; that is, different procedures for working through an unsorted set of values to arrive at a sorted set.

Content description

Design algorithms involving logical operators and represent them as flowcharts and pseudocode AC9TDI10P05

Validate algorithms and programs by comparing their output against a range of test cases AC9TDI10P06

This sequence enables students to:

design algorithms as flowcharts and pseudocode
understand and use logical operators such as OR, NOT and AND
understand and use formal validation such as existence, range and type checks
write and apply test cases.

Supplementary information

While this topic appears before the implementation topics in this unit, students in years 9 and 10 may benefit from performing algorithm design and testing in tandem with code implementation, rather than as a completely separate activity.

Resources to include

Resources to introduce

Years 9–10 Programming basics

View this video for a fast recap of algorithm fundamentals.

Requires

internet access
computers or laptops to view the video

Suggested time

30 minutes

Enables students to:

revise the concept of algorithms
review control structures for interaction (looping) and branching (conditionals)
review the purpose of functions.

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Years 9–10 Flowchart recipes sample

View this free spread from the book Flowchart Recipes: An Engineer's Cookbook (Sami Matilainen) and discuss how the same flowchart shapes are used in code algorithms.

Requires

internet access
computers or laptops to view the flowchart

Suggested time

30 minutes

Enables students to:

observe a flowchart in an unusual context
connect the basic flowchart symbols (for example, box, parallelogram, diamond) with their use in code algorithms.

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Years 9–10 Successful pseudocoding

Select from this lesson sequence to review pseudocode conventions and code tracing.

Requires

printed text (document provided)
internet access
computers or laptops to view the resource

Suggested time

2 hours

Enables students to:

review writing pseudocode with exercises
review tracing algorithms with exercises.

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Years 9–10 Trace tables

View this video to revise tracing an algorithm.

Suggested time

6 minutes

Enables students to:

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

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Resources to develop and consolidate learning

Years 9–10 What's the fastest way to alphabetize your bookshelf?

View this video to introduce sorting algorithms in a clear, simple way.

Suggested time

30 minutes

Enables students to:

observe three different sorting algorithms without exploring their flowcharts or pseudocode.

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Years 9–10 Algorithms part 1: the essentials

Use this lesson to learn about the fundamentals of algorithms.

Requires

internet access
computers, laptops or tablets
register for free account to download lessons

Suggested time

2-3 hours

Enables students to:

analyse and create flow charts using the flow chart symbols
use a trace table to walk through code that contains a while loop, a for loop, and a list of items
use a trace table to detect and correct errors in a program.

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Years 9–10 Searching and sorting

This lesson includes activities on searching and sorting algorithms.

Requires

internet access
computers, laptops or tablets
register for free account to download lessons

Suggested time

2-3 hours

Enables students to:

compare the features of linear and binary search and decide which is most suitable in a given context
interpret the code for linear search and binary search
trace code for both searching algorithms with input data.

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Years 9–10 Code breaking using Trace Tables

Practise using trace tables with this online activity.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise tracing pseudocode with trace tables.

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Years 9–10 Design your own logic gates circuits

Use this interactive to introduce binary logic such as AND and OR by means of common electronic symbols. We also recommend Logic Gates Circuits in Cars for a more applied continuation of this skill.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

visualise the logic of AND, OR and NOT using logic gates.

Design your own logic gates circuitsImage

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Years 9–10 Boolean game

Use this game to practise Boolean operations AND, OR and NOT.

Requires

internet access
computers, laptops or tablets

Suggested time

15 minutes

Enables students to:

practise the logic of AND, OR and NOT in a simple selection game.

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Years 9–10 How to write a test case

View this video for a simple introduction to test cases as used in industry.

Suggested time

30 minutes

Enables students to:

observe an example of a test case being written.

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Years 9–10 Entry fees calculator using a flowchart

With a simple algorithm, practise a whole process from algorithm design to test cases. (Note: Implementation need not be done in Python.)

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

design the flowchart for your algorithm
use a test case to trace and fix errors in the algorithm.

Entry fees calculator using a flowchartImage

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Years 9–10 Average night's sleep survey

Practise the algorithmic process from algorithm design to test cases.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

design the flowchart for your algorithm
use a test case to trace and fix errors in the algorithm.

Go to resource Close

Resources to extend and integrate learning

Years 9–10 Djikstra's shortest path algorithm

Use this interactive to introduce a popular algorithm for finding a shortest path. As a more complex alternative, try the interactive on the A star Algorithm.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

apply steps from an algorithm to find the shortest path between two nodes in a network.

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Years 9–10 AlgoRhythmics

View sorting algorithms performed as traditional dances. (We recommend Bubble Sort and Quick Sort).

Suggested time

30 minutes

Enables students to:

observe sorting algorithms performed as traditional European dances.

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Years 9–10 Bebras

Challenge students with algorithmic thinking tasks designed for years 9–10.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

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

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Programming in Python

What is this about?

Students continue to build their skills in Python, a popular general-purpose programming language for secondary years that emphasises readability of code. Using Python, students can implement algorithms as programs organised with functions. Python also gives the programmer a range of data structures to use, from the basic list to tuples and dictionaries.

Most development environments for Python provide debugging tools, allowing students to step through their programs line by line as they run, and query the values of variables.

Content description

Design algorithms involving logical operators and represent them as flowcharts and pseudocode AC9TDI10P05

Validate algorithms and programs by comparing their output against a range of test cases AC9TDI10P06

Implement, modify and debug modular programs, applying selected algorithms and data structures, including in an object-oriented programming language AC9TDI10P09

This sequence enables students to:

write and test code in Python, organising their code with functions
understand and use data structures such as lists and dictionaries
use debugging tools in their Python development environment
optionally, explore how to create a graphical user interface (GUI) for their Python applications.

Resources to include

Resources to introduce

Years 9–10 Introduction to Programming (Python)

Use this online course to refresh or introduce Python fundamentals to students, with interactive, self-marking coding exercises.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

10 hours

Enables students to:

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

Introduction to Programming (Python)Image

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Years 9–10 Shakespearean Insult Generator

Use this pair of lessons to introduce lists – Python's basic data structure for storing multiple values.

Requires

internet access
computers or laptops

Suggested time

2 hours

Enables students to:

explore the use of lists in a specific task
practise Python code implementation.

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Years 9–10 What's your superhero name?

Use this lesson to introduce dictionaries – a common data structure in Python.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

explore the use of dictionaries in a specific task
practise Python code implementation.

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Resources to develop and consolidate learning

Years 9–10 Intro to computer science in Python

Choose this online platform to be able to customise a sequence of modules for your class, including data structure skills.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts

Suggested time

20 hours

Enables students to:

learn Python programming concepts at their own pace, with a teacher dashboard to monitor progress.

Intro to computer science in PythonImage

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Years 9–10 Introduction to Programming 2 (Python)

Choose this online course to continue from Introduction to Programming, including data structures and files.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

10 hours

Enables students to:

learn intermediate Python programming skills such as lists, dictionaries and reading and writing files
practise at their own pace, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Introduction to Programming 2 (Python)Image

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Years 9–10 Is my credit card valid?

Practise Python coding by implementing the validation algorithm used to check credit card numbers.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

implement a given algorithm in Python
practise Python code implementation.

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Years 9–10 Sorting algorithms

Examine pseudocode and test Python code for common sorting algorithms introduced in the Designing algorithms topic.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

view and discuss pseudocode for four common sorting algorithms
view and test Python code for these algorithms.

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Years 9–10 replit.com

Use this online environment to write and test Python programs.

Requires

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

Suggested time

n/a

Enables students to:

write and test Python code in an online integrated development environment (IDE).

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Years 9–10 Python Tutor

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

Requires

internet access
computers or laptops

Suggested time

n/a

Enables students to:

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

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Years 9–10 Thonny

Use this tool for a very basic offline environment to code in Python.

Requires

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

Suggested time

n/a

Enables students to:

write and test Python code in a simple integrated development environment (IDE) without relying on online environments.

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Resources to extend and integrate learning

Years 9–10 PySimpleGUI: Design patterns

Use this library to develop a graphical user interface (GUI) in Python. The design patterns provide starting points for coding a GUI.

Requires

computers or laptops
an online Python environment (for example, this replit.com template), or offline Python environment (for example, Thonny)

Suggested time

n/a

Enables students to:

use extra functions and variables to create a GUI in Python
avoid some of the more complex base code needed for GUI engines like tkinter.

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Years 9–10 Book analysis with AI techniques

Apply Python coding that uses natural language processing to discover the heroes and villains in books.

Requires

internet access
computers, laptops or tablets

Suggested time

8 hours

Enables students to:

practise Python coding with the help of demonstration videos
develop a program that performs sentiment analysis to analyse whole texts.

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Years 9–10 Cloud Computing

Use this course to apply Python code to the use of APIs through the JSON format. This allows student programs to access data from remote sites, such as for weather or satellite locations.

Requires

internet access
computers or laptops
free Grok Academy accounts

Suggested time

6 hours

Enables students to:

explore what APIs are
learn to access data from APIs through the JSON format, with Python code
practise at their own pace, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

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Years 9–10 NCSS Challenge Python

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

Requires

internet access
computers, laptops or tablets
free Grok Academy accounts

Suggested time

5 weeks

Enables students to:

participate in a national coding challenge
receive online support from human volunteers while coding.

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Years 9–10 Visual Studio Code

Use this software for a full-featured offline environment to code in Python.

Requires

computers or laptops
Visual Studio Code (must be installed on Windows, Mac or Linux)

Suggested time

n/a

Enables students to:

write and test Python code in a full-featured integrated development environment (IDE) without relying on online environments.

Go to resource Close

Programming in JavaScript

What is this about?

Students continue to build their skills in JavaScript, a general-purpose programming language. Using JavaScript, students can implement algorithms as programs organised with functions, and can use data structures such as arrays (also called lists).

Many development environments for JavaScript provide debugging tools, allowing students to step through their programs line by line as they run, and query the values of variables.

Content description

Design algorithms involving logical operators and represent them as flowcharts and pseudocode AC9TDI10P05

Validate algorithms and programs by comparing their output against a range of test cases AC9TDI10P06

Implement, modify and debug modular programs, applying selected algorithms and data structures, including in an object-oriented programming language AC9TDI10P09

This sequence enables students to:

write and test code in JavaScript, organising their code with functions
understand and use data structures such as arrays
(if possible) use debugging tools in their JavaScript development environment.

Supplementary information

A common application of JavaScript is in web development, where webpage elements (images, text and links) can serve as a graphical user interface (GUI) for JavaScript. This particular application is explored in the final topic of the Webpage design unit.

Resources to include

Resources to introduce

JS Hero
Find out more

Years 9–10 JS Hero

Refresh or reintroduce JavaScript knowledge by working through a series of plain, self-marked exercises (no account needed).

Requires

internet access
computers or laptops

Suggested time

4 hours

Enables students to:

apply JavaScript skills and refresh their understanding of syntax
use a clean, self-marking coding environment without account logins.

Go to resource Close

Resources to develop and consolidate learning

Years 9–10 Intro to computer science in JavaScript

Choose this online platform to be able to customise a sequence of modules for your class, including data structure skills.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts

Suggested time

20 hours

Enables students to:

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

Intro to computer science in JavaScriptImage

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Years 9–10 Computer science principles

Choose applied coding units from this complete course to learn and practise JavaScript coding skills, including data structures.

Requires

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

Suggested time

20 hours

Enables students to:

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

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Years 9–10 Learn JavaScript

Choose this online platform to help students catch up on JavaScript skills with a series of self-paced lessons.

Requires

internet access
computers or laptops

Suggested time

10 hours

Enables students to:

describe the JavaScript syntax and develop coding skills
complete exercises in an interactive, self-marking coding environment.

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Years 9–10 replit.com

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

Requires

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

Suggested time

n/a

Enables students to:

write and test JavaScript code in an online integrated development environment (IDE).

Go to resource Close

Years 9–10 Python Tutor

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

Requires

internet access
computers or laptops

Suggested time

n/a

Enables students to:

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

Go to resource Close

Resources to extend and integrate learning

Years 9–10 DragonScript Arena

Use JavaScript to code AI for a dragon to battle other dragons.

Requires

internet access
computers or laptops
free registration required to create an account

Suggested time

3 hours

Enables students to:

undertake a series of lessons to familiarise themselves with the environment
write JavaScript to program a virtual dragon that can fight other dragons.

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Years 9–10 Four Corners

Practise using arrays to code JavaScript for a children's game.

Requires

internet access
computers or laptops

Suggested time

1 hour

Enables students to:

implement the array data structure
practise JavaScript coding.

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Years 9–10 Minesweeper in JavaScript

Improve a simple Minesweeper game by modifying and adding code.

Requires

internet access
computers or laptops

Suggested time

2 hours

Enables students to:

practise JavaScript coding.

Go to resource Close

Object-oriented programming

What is this about?

Whether using Python, JavaScript or another suitable language, the object-oriented paradigm is a way of organising code that is often considered more natural and effective than simply using isolated functions. This is particularly the case as programs become longer and more complex.

Object-oriented programming (OOP) means defining and using objects that collect together the data and functionality for something in a program, such as a sprite in a video game, or a pet in a veterinary database interface system. An object is defined by writing a class, a section of code that comprises the relevant variables and functions (methods) for that object. Then, instances of an object can be made and used by calling on its class code.

Content description

Design algorithms involving logical operators and represent them as flowcharts and pseudocode AC9TDI10P05

Validate algorithms and programs by comparing their output against a range of test cases AC9TDI10P06

Implement, modify and debug modular programs, applying selected algorithms and data structures, including in an object-oriented programming language AC9TDI10P09

This sequence enables students to:

explore foundational concepts of object-oriented programming
write and use their own object definitions (classes) in Python or JavaScript.

Supplementary information

Both Python and JavaScript provide the ability to write object definitions (classes), so both languages are OOP languages. Other such languages include C++, C#, Java, Ruby, Swift and Perl.