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 1)

Jan Jun Dec

Cycle two (Year 2)

Jan Jun Dec

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.

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

  • 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.

Ways we represent dataImage

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

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

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