Safe use of digital systems

Using digital systems safely

Overview

This unit introduces students to common digital systems and builds an understanding of the role hardware and software play in transmitting data. Students are guided to use applications as they use digital systems for a purpose. They also learn about how to practice being safe users of digital systems.

Achievement standards

By the end of Year 2, with assistance, students access and use digital systems for a purpose. They use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours. Students recognise that digital tools may store their personal data online.

Content descriptions

Digital systems AC9TDI2K01

Privacy and security AC9TDI2P06, AC9TDI2P07

Evaluating AC9TDI2P03

Related content and General capabilities

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

This topic enables students to

describe examples of hardware and software used in digital systems
use some common digital systems for a particular purpose
identify ways to stay safe when using digital systems.

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

Assessment View assessment advice

Achievement standard

By the end of Year 2, with assistance, students access and use digital systems for a purpose. They use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours. Students recognise that digital tools may store their personal data online.

Assessment tasks

Use the work sample and associated task, WS01 – Organising ideas: My school, to assess students’ understanding and knowledge about digital systems.

Rubric: Common digital systems

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of common digital systems	has a limited understanding of common digital systems	shows understanding of common digital systems and describes one digital system and its purpose	shows understanding of common digital systems and their purpose, and can identify features and some hardware and software	shows understanding of common digital systems and identifies their features, purpose and the role of hardware and software
Demonstrates use of common digital systems	has limited capacity to demonstrate the use of a common digital system	demonstrates the use of a common digital system and can partly describe its purpose	demonstrates the use of at least one common digital system and can clearly describe its purpose	selects a digital system for a given purpose, demonstrates its use and justifies their choice
Creates a model of common digital systems	the model has minimal resemblance to a common digital system	the model has recognisable features of a common digital system	the model has clearly recognisable features of a common digital system	the model has clearly recognisable features of a common digital system and the student explains the different parts

Rubric: Personal information

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of personal information	has a limited understanding of personal information	shows understanding of personal information and gives some examples of data that is personal	shows understanding of personal information, gives some examples of data that is personal and explains why it is important to protect this information and keep it safe	shows understanding of personal information, gives examples of data that is personal and explains why it is important to protect this information and keep it safe. They identify where personal data could be made visible when using digital systems.
Uses digital systems, keeping their personal information safe	uses digital systems but needs to be reminded to keep their personal information safe	uses digital systems and describes some ways to keep their personal information safe	uses digital systems and describes ways to keep their personal information safe	uses digital systems safely and describes relevant strategies – including the importance of a trusted adult – to keep their personal information safe when asked to give their personal information

Unit sequence

This topic offers 3 sequential units

Unit 1

Common digital systems we use

Students explore common digital systems such as a computer, tablet, laptop and smartphone.

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Unit 2

Using digital systems for a purpose

Students explore using digital systems for a purpose.

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Unit 3

Safe use of digital systems

Students identify ways to stay safe when using digital systems and learn about how to keep their personal information safe.

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Common digital systems we use

What is this about?

A computer is a common digital system. Tablets, laptops and smartphones are also digital systems.

The digital system uses a hardware and software component to enable a user to complete specific tasks.

Hardware refers to the physical parts of the computer, which you can touch. A desktop computer includes the case (or tower), monitor, keyboard and mouse. The software refers to the applications that make the computer work and tell it what to do. These might include word processing and presentation software, a drawing program, photo editing, video playing and other applications.

Content description

Identify and explore digital systems and their components for a purpose AC9TDI2K01

This sequence enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
describe examples of hardware and software.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Using digital systems for a purpose

What is this about?

A computer is a common digital system. Tablets, laptops and smartphones are also digital systems. At this level, students develop their understanding of digital systems (hardware and software) when they use some key functions to undertake authentic learning tasks. A modelled approach supports students to understand how to match familiar forms of software and hardware with their purpose. This might include typing a short story using word processing, retelling a story in a sequence using presentation software, creating an avatar using a drawing program, taking photographs and using photo editing software, or recording a video of them explaining their learning using a tablet with a camera.

Content descriptions

Identify and explore digital systems and their components for a purpose AC9TDI2K01

Discuss how existing digital systems satisfy identified needs for known users AC9TDI2P03

This sequence enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
describe examples of hardware and software
recognise data represented as images of common digital systems.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Safe use of digital systems

What is this about?

It is important when accessing and sharing information online that students are aware of potential dangers and that they behave in a responsible manner. As an extension of classroom rules, discuss rules for online safety and acceptable online behaviour. There are many situations, connected to the internet, in which people are asked for their personal information. Personal information can be used to identify a particular person and care must be taken when providing this information. It is potentially dangerous for strangers to have your personal information. Young children must check with a trusted adult before sharing any personal information online.

Content descriptions

Access their school account with a recorded username and password AC9TDI2P06

Discuss that some websites and apps store their personal data online AC9TDI2P07

This sequence enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
identify ways to stay safe when using digital systems
describe their personal information (data that is personal and owned by them)
identify who they would ask for help with being safe online.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Solving simple problems

Overview

This unit provides opportunities to explore algorithms, conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems. It also incorporates representing data as part of our algorithms.

Achievement standards

By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching.

Content descriptions

Investigating and defining AC9TDI2P01

Generating and designing AC9TDI2P02

Representing data AC9TDI2K02

Related content and General capabilities

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

This topic enables students to

identify familiar activities that can be described as a series of steps
describe and represent familiar activities as an algorithm
order steps such as instructions in a correct sequence
follow and create an algorithm to perform a series of instructions/steps
describe the parts of the algorithm that include branching and iteration.

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

Assessment View assessment advice

Achievement standard

By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching.

Assessment tasks

Use the assessment task Fairytale fun, where students use the slide sorter function to arrange a set of presentation slides in correct sequence to retell a fairytale. Alternatively, provide the images for students to sequence as an unplugged task.

Use the two multiple choice questions Planting a seed and Brushing your teeth to assess students’ understanding of sequencing steps and identifying a missing step. Alternatively, provide the assessment tasks for students to complete unplugged using this worksheet.

Rubric: Algorithms

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Following algorithms (following verbal, written or drawn instructions)	with guidance can follow a simple sequence of steps	can follow a sequence of steps	can follow a sequence of steps with decisions (branching) and repeated steps (iteration)	can follow a sequence of steps with decisions (branching) and repeated steps (iteration), explaining the purpose of each step in achieving the overall outcome
Describing algorithms (describing an algorithm represented verbally, or as written or drawn instructions)	with guidance can describe a simple sequence of steps	can describe a sequence of steps	can describe a sequence of steps with decisions (branching) and repeated steps (iteration)	can describe a sequence of steps with decisions (branching) and repeated steps (iteration), explaining the purpose of each step in achieving the overall outcome. Can explain reasons for their choice of representation

Rubric: Representing data

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Representing data in algorithms (following and describing verbal, written or drawn instructions)	with guidance identifies the type of data to describe a simple sequence of steps	identifies the type of data to describe a sequence of steps	identifies and selects the type of data to describe a sequence of steps	identifies and selects the type of data to describe a sequence of steps and justifies their choice of data

Unit sequence

This topic offers 3 sequential units

Unit 1

An intro to algorithms

Provide opportunities to explore algorithms, conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems.

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Unit 2

Instructing a floor robot

Use programming floor robots as an authentic means to use algorithms, emphasising concepts like positional language, sequencing and estimation.

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Unit 3

Algorithms with branching and iteration

Introduce algorithms that involve making a decision (branching) and repeat steps (iteration).

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An intro to algorithms

What is this about?

Provide opportunities to explore algorithms through guided play, including hands-on, kinaesthetic and interactive learning experiences. Students begin to develop their design skills by conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems or achieve certain things. These skills could include identifying steps in a familiar process such as brushing their teeth or instructions to complete a task. It also provides an opportunity to explore a story by an Aboriginal or Torres Strait Islander author that has a sequence that can be followed.

Content descriptions

Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

identify familiar activities that can be described as a series of steps
describe familiar activities as an algorithm
order steps such as instructions in a correct sequence
follow and create an algorithm to perform a series of instructions/steps.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Background and professional learning

Algorithms
Find out more

Instructing a floor robot

What is this about?

Use programming floor robots as an authentic way to introduce students to basic programming principles, emphasising concepts like positional language, sequencing and estimation. The goal is to foster foundational skills in computational thinking and enhance awareness of digital systems through firsthand experiences. Explore algorithms through guided play and interactive learning, allowing students to conceptualise algorithms as step-by-step procedures to solve problems or control devices like Bee-Bots. While there's no specific programming language requirement for Years 1–2 students, they can begin developing basic programming skills, focusing on designing sequences of steps, such as programming a robotic toy's movement.

Content descriptions

Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

order instructions in a correct sequence
use arrows to describe directional movement
use a grid and arrows to represent an algorithm.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Algorithms with branching and iteration

What is this about?

Delve further into the concept of algorithms by examining and representing the decisions and steps involved in everyday processes. For instance, planting seeds to grow seedlings, with each step becoming a part of the algorithm, like building blocks to form a sequence. The goal is to connect the abstract idea of algorithms to tangible, relatable events in the students' lives. By using examples such as solving puzzles, creating instructions to play a traditional Australian First Nations game, building models with snap blocks, or nurturing seedlings, students can grasp the notion of algorithms as step-by-step instructions, similar to a recipe for accomplishing tasks. Introduce algorithms that involve making a decision (branching) and repeat steps (iteration).

Content descriptions

Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

follow and describe an algorithm that involves a sequence of steps
describe the parts of the algorithm that include branching and iteration
describe ways to use digital systems to solve simple problems.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Ways we represent data

Overview

In this unit students represent objects, ideas and events as pictures, symbols, numbers and words. Students represent the data they have acquired in different ways.

Achievement standards

By the end of Year 2, students represent and process data in different ways.

Content descriptions

Data representation AC9TDI2K02

Related content and General capabilities

Mathematics

Acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols AC9M1ST01

Acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables AC9M2ST01

General capabilities

Digital Literacy: Investigating

Numeracy: Statistics and probability

This topic enables students to

explain how an object, picture or symbol stands for an idea or observation
represent data in different ways such as pictures, symbols, numbers and words
conduct a simple survey to acquire responses (Mathematics)
record the survey responses using tally marks, numbers or pictures
represent data as images, symbols or pictures.

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

Assessment View assessment advice

Assessment tasks

Use this work sample, WS01 – Organising ideas: My school, to assess students’ knowledge and skills related to representing and processing data in different ways. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created.

Use this task, Glyphs F–2, to assess students’ knowledge and skills related to representing data.

Rubric: Data representation

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of data representation	with guidance, identifies types of data	identifies types of data and names them such as picture, symbol or object	identifies types of data and names them such as picture, symbol or object and explains what they represent	identifies types of data and names them and explains what they represent and why we might use that representation
Demonstrates ways to represent data	with guidance, represents data using a picture, symbol or object	uses pictures, symbols or objects to represent ideas or actions	uses pictures, symbols or objects to represent ideas or actions, discussing the features that make them easily recognisable	uses pictures, symbols or objects to represent ideas or actions, discussing the features that make them easily recognisable, and justifies their choice

Unit sequence

This topic offers 2 sequential units

Unit 1

Representing ideas and actions

Students represent data as pictures, symbols, numbers and words.

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Unit 2

Representing data we acquire

Students represent the data they have acquired in different ways.

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Representing ideas and actions

What is this about?

In Digital Technologies, representing data refers to the way data is symbolised, visually treated or provided in audio. For example, at this level, data about animals may be represented as images, emotions may be represented as emojis, and weather data may be represented as icons for wind, rain or describing the amount of sunshine.

Content description

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

explain how an object, picture or symbol stands for an idea or observation
represent data in different ways such as pictures, symbols, numbers and words.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Professional learning

Data representation
Find out more

Representing data we acquire

What is this about?

This aspect of Digital Technologies has strong connections to the Mathematics learning area and can be integrated to make learning more meaningful. In Mathematics students acquire and record data that can be ranked or ordered, such as a temperature scale from cold to hot, and those data that cannot be ranked or ordered, such as eye colour or types of pets. The focus in Digital Technologies is how to work with the data in digital form and how it is represented. Data such as numbers can be represented as images, words, digits and tally marks. Glyphs are graphical symbols or representations used to convey information or data. A simple key helps students interpret the data used to convey information.

Content description

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

conduct a simple survey to acquire responses
record the survey responses using tally marks, numbers or pictures
represent data as images, symbols or pictures.

Supplementary information

Many teaching resources related to acquiring data include gender as a category. Be mindful of sensitivities related to this form of data acquisition.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Professional learning

Glyphs! Data communication for primary mathematicians
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Sharing content and collaborating

Overview

This unit introduces students to using the basic features of common digital tools to share content and collaborate. Students learn about using appropriate behaviours when working with others and sharing content. They also access school computer systems safely.

Achievement standards

By the end of Year 2 students use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours.

Content descriptions

Collaborating and managing AC9TDI2P04, AC9TDI2P05

Privacy and security AC9TDI2P06

Related content and General capabilities

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

This topic enables students to

identify features of common digital tools
describe how to use features of common digital tools for a particular purpose
collaborate with others to complete a task using common digital tools, applying agreed behaviours.

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

Assessment View assessment advice

Use the Seesaw activity: What is a Bee-Bot? to assess students’ skills, knowledge and processes related to the use of common digital systems for a purpose. In this task students work collaboratively to use the Seesaw application to add words to describe a photo of a Bee-Bot, and use the microphone to explain how a Bee-Bot works.

Use these rubrics to assess students’ proficiency in:

use of common digital tools
knowledge of agreed class behaviours and collaborating and applying those behaviours
accessing school computer systems safely.

Rubric: Common digital systems

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Demonstrates basic features of common digital tools to create, locate and communicate content	with guidance, demonstrates the use of the basic features of a common digital tool	demonstrates the use of a common digital tool	demonstrates the use of a common digital tool and describes its purpose	selects a digital tool for a given purpose, demonstrates its use and justifies their choice of tool
Collaborating using agreed behaviours	with guidance, identifies appropriate and inappropriate behaviour when working with others	identifies appropriate and inappropriate behaviour when working with others and follows a set of rules or instructions that are agreed class behaviours	describes appropriate and inappropriate behaviour when working with others, follows a set of rules or instructions that are agreed class behaviours, and explains why the rules are important	describes appropriate and inappropriate behaviour when working with others; follows and encourages others to follow a set of rules or instructions that are agreed class behaviours; and explains why the rules are important, giving examples
Access school computer systems safely	with guidance, can access the school computer systems safely	can access the school computer systems safely using supplied password and username	can access the school computer systems safely using recorded password and username	can access the school computer systems safely using recorded password and username. Explains why it is important to keep their password safe

Unit sequence

This topic offers 1 unit

Unit 1

Common digital systems we use

Use the basic features of common digital tools to create, locate and communicate content.

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Common digital systems we use

What is this about?

Students develop skills in working together on a digital task that uses features of common digital tools. They develop an understanding of the need to apply agreed behaviours to help ensure respectful behaviour in group situations and working safely online. They develop their ability to navigate school computer systems securely. Students can work collaboratively on a task; for example, using word processing or presentation software, or other applications on which they can take turns working on the same document or digital environment.

Content descriptions

Use the basic features of common digital tools to create, locate and communicate content AC9TDI2P04

Use the basic features of common digital tools to share content and collaborate demonstrating agreed behaviours, guided by trusted adults AC9TDI2P05

Access their school account with a recorded username and password AC9TDI2P06

This sequence enables students to:

identify features of common digital tools
describe how to use features of common digital tools for a particular purpose
collaborate with others to complete a task using common digital tools, applying agreed behaviours.