Scope and Sequence (F-10) | Digital Technologies Hub

Home Plan and prepare 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.

The Scope & Sequence overview lists all topics & units by year band.

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

Hardware and software 5 hours Year F-2

Students explore and carry out some key functions on digital systems to meet a purpose.

Changes in technology 6 hours Year F-2

Use the focus of the various changes in technology to explore digital systems and their use.

Explore Data

Data is all around us 5 hours Year F-2

Represent data as symbols, numbers and pictures. Collect, sort and present data in a digital format.

Exploring data 5 hours Year F-2

Represent data in a variety of different ways. Collect, sort and present data in digital formats.

Sequences

An intro to algorithms 5 hours Year F-2

Explore algorithms through guided play, including hands-on and interactive learning experiences.

Pre-programming 7 hours Year F-2

Learn basic computational skills - working out steps and decisions to solve simple problems.

Online Safety

Online Safety 5 hours Year F-2

Explore what personal information is safe to share online.

Staying safe online 5 hours Year F-2

Explore bookmarked websites to gather information for a class context.

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 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

Peripheral devices 5 hours Year 3-4

Explore, sort and classify peripheral devices. Use peripheral devices for a particular task.

Exploring input and output 7 hours Year 3-4

Explore inputs and outputs using a circuit board, electronic kit or programmable board.

Data: Collect, organise and create

Secret messages and code 5 hours Year 3-4

Explore ways to represent data using the context of secret messages and codes.

Use data to solve problems 7 hours Year 3-4

Use a meaningful context to collect and organise data to answer a question.

Digital Solutions

Intro to programming 8 hours Year 3-4

Follow the problem solving process to design and create a digital solution.

Programming project 12 hours Year 3-4

Develop an understanding of computer programming as a series of instructions

Collaboration and Protocols

Communicate ideas and information 5-7 hours Year 3-4

Learn how information systems can be used by students and others in their community.

Apply protocols 7-8 hours Year 3-4

Develop a school ICT agreement and collaborate with others to complete an online task, using agreed protocols.

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 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

Data and information 6 hours Year 5-6

Design and create digital information that incorporates a data visualisation (eg. an infographic).

Connecting digital components 4 hours Year 5-6

Examine digital systems that have internal and external components that perform different functions.

Data representations

Binary numbers 2 hours Year 5-6

Examine the way that computers use whole numbers to represent numbers. Convert binary numbers to decimal numbers and count in binary.

Representing images using binary 4 hours Year 5-6

Learn about pixels and the way computers store an image as an array of individual pixels.

Creating digital solutions

Creating a digital game 20 hours Year 5-6

Use a visual programming language to create a digital game.

Problem-solving processes 16 hours Year 5-6

Design and create digital solution that uses a visual programming language.

Collaboration and Protocols

Digital citizenship 2 hours Year 5-6

Apply protocols while interacting in a collaborative learning space or creating a blog or website.

Collaborative project 6 hours Year 5-6

Collaborate with others to create a digital solution, using agreed protocols for a relevant context such as disaster management.

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 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

Get connected 12 hours Year 7-8

Discuss the various types of networks, simulate a network and discuss security requirements.

Network and performance 10 hours Year 7-8

Develop a basic understanding of network performance and ways to connect wirelessly or by wired connections.

Data representations

Data and information 10 hours Year 7-8

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.

Computers and binary 9 hours Year 7-8

Examine the ways all computer data including text, images and sound is represented using binary.

Creating digital solutions

Robotics and embedded systems 20 hours Year 7-8

Explore the way computer programming uses a collection of smaller programs – functions to solve problems.

Creating an app or game 16 hours Year 7-8

Use the context of apps and digital games development to learn text-based programming.

Interactions and impacts

Connected or distracted, informed or misinformed? 6-8 hours Year 7-8

Social media has enabled us to communicate, build social networks and share our thoughts, however; with access to this technology comes some pitfalls.

Digital citizenship 7 hours Year 7-8 Go to unit

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.

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

Connected via a network 10 hours Year 9-10

Examine different types of networks, protocols and the role of software and hardware plays.

Data: controlled and secured 10 hours Year 9-10

Explore how data can be secured through access controls, virus checking, and encryption.

Data: Collect, organise and create

Organise, visualise and analyse 10 hours Year 9-10

Use tools to organise data and make sense of complex data to identify patterns and trends.

Data-driven innovation 10 hours Year 9-10

Examine the way ‘big data’ is being used on a large scale to inform decision-making.

User Design and Programming

Creating a digital game 10-20 hours Year 9-10

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.

Robotics and embedded systems 10-20 hours Year 9-10

Choose from a selection of four projects to explore programming and designing a digital solution to suit an identified need or solve a problem.

Interactions and impacts

Managing a group project: Augmented Reality (AR) 10-20 hours Year 9-10

Plan and manage a group project that uses an AR platform to create an AR experience in response to a problem.

Collaborative project 10-12 hours Year 9-10

Students choose an issue that matters to them and, in collaborative teams, create a media plan and campaign and associated content.