Scope and Sequence (F-10)
This resource provides a possible set of sequenced topics that could be used in teaching the Australian Curriculum Digital Technologies curriculum to address the content descriptions of the curriculum.
Units are organised under relevant topics for each band with an overview and a visual map of the content descriptors and key elements. Each unit is organised into a sequence of four key elements with a summary of the key focus and what to teach, targeted supporting resources, assessment advice and support for differentiation through the provision of a matrix based on the SOLO taxonomy.
Note: the suggested supporting resources are presented as a sample of targeted resources rather than an exhaustive list. Teachers can adapt the sequences adding their own relevant learning activities as required.
To view the topics and supporting units, select a year level and then a topic of interest.
Timing advice
There are many ways schools will structure their programs to meet the needs of their students and also to accommodate their own state or territory curriculum advice.
The suggested timing across the band of Years F-2 is up to 30 hrs. Schools decide how to divide that across each year.
Approximate timings have been allocated to each sequence, however that is highly dependent on the level of detail to which suggested activities are investigated and more so whether only selected activities are used in the class program. The sequences provide schools with an opportunity to delve in lightly to a topic or go to a much deeper level and implement the sequence in full.
At this level it is likely that schools will integrate the Digital Technologies learning with other learning areas and with existing classroom contexts.
Topics
Units
Digital Systems
Students explore and carry out some key functions on digital systems to meet a purpose.
Go to unitUse the focus of the various changes in technology to explore digital systems and their use.
Go to unitExplore Data
Represent data as symbols, numbers and pictures. Collect, sort and present data in a digital format.
Go to unitRepresent data in a variety of different ways. Collect, sort and present data in digital formats.
Go to unitSequences
Explore algorithms through guided play, including hands-on and interactive learning experiences.
Go to unitLearn basic computational skills - working out steps and decisions to solve simple problems.
Go to unitOnline Safety
Explore what personal information is safe to share online.
Go to unitExplore bookmarked websites to gather information for a class context.
Go to unitTiming advice
There are many ways schools will structure their programs to meet the needs of their students and also to accommodate their own state or territory curriculum advice.
The suggested timing across the band of Years 3-4 is up to 40 hrs. Schools may decide to divide that equally across each year; 20 hrs for each, or unequally for example offering more hours at year 4.
Approximate timings have been allocated to each sequence, however that is highly dependent on the level of detail to which suggested activities are investigated and more so whether only selected activities are used in the class program. The sequences provide schools with an opportunity to delve in lightly to a topic or go to a much deeper level and implement the sequence in full.
At this level it is likely that schools will integrate the Digital Technologies learning with other learning areas and with existing classroom contexts.
Topics
Units
Digital Systems
Explore, sort and classify peripheral devices. Use peripheral devices for a particular task.
Go to unitExplore inputs and outputs using a circuit board, electronic kit or programmable board.
Go to unitData: Collect, organise and create
Explore ways to represent data using the context of secret messages and codes.
Go to unitUse a meaningful context to collect and organise data to answer a question.
Go to unitDigital Solutions
Follow the problem solving process to design and create a digital solution.
Go to unitDevelop an understanding of computer programming as a series of instructions
Go to unitCollaboration and Protocols
Learn how information systems can be used by students and others in their community.
Go to unitDevelop a school ICT agreement and collaborate with others to complete an online task, using agreed protocols.
Go to unitTiming advice
There are many ways schools will structure their programs to meet the needs of their students and also to accommodate their own state or territory curriculum advice.
The suggested timing across the band of Years 5-6 is up to 60 hrs. Schools may decide to divide that equally across each year; 20 hrs for each, or unequally for example offering more hours at year 6.
Approximate timings have been allocated to each sequence, however that is highly dependent on the level of detail to which suggested activities are investigated and more so whether only selected activities are used in the class program. The sequences provide schools with an opportunity to delve in lightly to a topic or go to a much deeper level and implement the sequence in full.
At this level it is likely that schools will integrate the Digital Technologies learning with other learning areas and with existing classroom contexts.
Topics
Units
Digital Systems
Design and create digital information that incorporates a data visualisation (eg. an infographic).
Go to unitExamine digital systems that have internal and external components that perform different functions.
Go to unitData representations
Examine the way that computers use whole numbers to represent numbers. Convert binary numbers to decimal numbers and count in binary.
Go to unitLearn about pixels and the way computers store an image as an array of individual pixels.
Go to unitCreating digital solutions
Use a visual programming language to create a digital game.
Go to unitDesign and create digital solution that uses a visual programming language.
Go to unitCollaboration and Protocols
Apply protocols while interacting in a collaborative learning space or creating a blog or website.
Go to unitCollaborate with others to create a digital solution, using agreed protocols for a relevant context such as disaster management.
Go to unitTiming advice
There are many ways schools will structure their programs to meet the needs of their students and also to accommodate their own state or territory curriculum advice.
The suggested timing across the band of Years 7-8 is up to 80 hrs. Schools may decide to divide that equally across each year; 40 hrs for each, or unequally for example offering more hours at year 8. Some schools may decide to deliver the entire 80 hrs to one cohort of Year 7 and then 80 hours to the remaining cohort in the following year.
Approximate timings have been allocated to each sequence, however that is highly dependent on the level of detail to which suggested activities are investigated and more so whether only selected activities are used in the class program. The sequences provide schools with an opportunity to delve in lightly to a topic or go to a much deeper level and implement the sequence in full.
Topics
Units
Digital Systems
Discuss the various types of networks, simulate a network and discuss security requirements.
Go to unitDevelop a basic understanding of network performance and ways to connect wirelessly or by wired connections.
Go to unitData representations
This sequence uses the context of meal planning to demonstrate a process to solve a problem; in this case, what meal to cook for teenagers with various needs.
Go to unitExamine the ways all computer data including text, images and sound is represented using binary.
Go to unitCreating digital solutions
Explore the way computer programming uses a collection of smaller programs – functions to solve problems.
Go to unitUse the context of apps and digital games development to learn text-based programming.
Go to unitInteractions and impacts
Social media has enabled us to communicate, build social networks and share our thoughts, however; with access to this technology comes some pitfalls.
Go to unitTiming advice
There are many ways schools will structure their programs to meet the needs of their students and also to accommodate their own state or territory curriculum advice.
For years 9-10 Digital Technologies is optional and seen as an elective in schools.
The suggested timing across the band of Years 9-10 is up to 80 hrs. Schools may decide to divide that equally across each year; 40 hrs for each, or unequally for example offering more hours at year 8. Some schools may decide to deliver the entire 80 hrs to one cohort of Year 9 or 10 to enable students to engage in project work.
Approximate timings have been allocated to each sequence, however that is highly dependent on the level of detail to which suggested activities are investigated and more so whether only selected activities are used in the class program. The sequences provide schools with an opportunity to delve in lightly to a topic or go to a much deeper level and implement the sequence in full.
Topics
Units
Digital Systems
Examine different types of networks, protocols and the role of software and hardware plays.
Go to unitExplore how data can be secured through access controls, virus checking, and encryption.
Go to unitData: Collect, organise and create
Use tools to organise data and make sense of complex data to identify patterns and trends.
Go to unitExamine the way ‘big data’ is being used on a large scale to inform decision-making.
Go to unitUser Design and Programming
A digital game can give students the opportunity to learn and refine their object-oriented programming (OOP) skills which is a requirement at years 9–10.
Go to unitChoose from a selection of four projects to explore programming and designing a digital solution to suit an identified need or solve a problem.
Go to unitInteractions and impacts
Plan and manage a group project that uses an AR platform to create an AR experience in response to a problem.
Go to unitStudents choose an issue that matters to them and, in collaborative teams, create a media plan and campaign and associated content.
Go to unit