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.

Webpage designImage

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Web Content Accessibility Guidelines
Find out more

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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.

CybersecurityImage

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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.

Data science skillsImage

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Data and medicine
Find out more

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.

ProgrammingImage

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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.