Introduction to programming

Digital systems, safety and security

Overview

This unit explores peripherals of common digital systems and their function. Students investigate behaviours and protocols to stay safe online. Using a supported and guided approach introduce ways to collaborate and share content.

Achievement standards

By the end of Year 4, students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and recognise the risks.

Content descriptions

Digital systems AC9TDI4K01, AC9TDI4K02

Collaborating and managing AC9TDI4P06, AC9TDI4P07

Privacy and security AC9TDI4P08, AC9TDI4P09

Related content and General capabilities

Digital Literacy: Practising digital safety and wellbeing, Select and operate tools, Protect content, Managing and operating

Critical and Creative Thinking

This topic enables students to

explain that a digital system is made up of several parts that have a particular purpose
identify peripherals
identify and classify inputs and outputs
describe the purpose of peripherals
describe personal information that should be kept private online
describe and follow behaviours and protocols to ensure they are safe online
collaborate and share content following 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

Achievement standard

Digital Technologies: years 3–4

By the end of Year 4, students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and recognise the risks.

Assessment tasks

Use this sample assessment task, Safety first when online, to assess students’ knowledge, skills and processes related to online safety, privacy and security.

Use these rubrics to assess students’ proficiency in:

knowledge and use of digital systems: peripherals
digital citizenship and online safety
sharing content and collaborating online.

Rubric: Digital systems: peripherals

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge and use of digital systems: peripherals	with guidance, identifies parts of a digital system	identifies parts of a digital system and uses a suggested digital system with some guidance	identifies and describes parts of a digital system and their purpose, demonstrating appropriate use of peripherals including input and output	selects a digital system based on their needs, justifies their choice of digital system, and identifies how the peripherals are used and how data is transmitted; compares and contrasts the use of peripherals to do a similar job such as a wired and wireless mouse

Rubric: Digital citizenship and online safety

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Digital citizenship and online safety	with guidance, identifies appropriate and potentially unsafe online behaviour	identifies appropriate and potentially unsafe online behaviour, and follows a set of rules or instructions that will minimise the risk posed by unsafe online behaviours	contributes to a co-created set of rules to stay safe online and minimise the risk posed by unsafe behaviours; identifies what information is personal and should not be shared online; applies their understanding of appropriate online behaviour to a variety of situations, such as fictional cyberbullying scenarios, to determine an appropriate course of action	identifies and encourages others to follow class rules to stay safe online; describes ways to be responsible while online and identifies what information is personal and should not be shared online and gives reasons why this is important, identifying the risks; evaluates the appropriateness of their behaviour and conduct online

Rubric: Sharing content and collaborating online

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Sharing content and collaborating online	with help, shares content in a safe online environment; with some guidance shows limited awareness of version control and monitoring	shares content in a safe online environment and follows class rules; shows responsibility as a digital citizen; shows awareness of version control and with guidance may use it effectively	shares content safely online, collaborates as a team, and contributes effectively; contributes to co-created content following agreed class rules; shows understanding and effective use of version control for collaborative projects	shares content safely online, collaborates effectively, and contributes significantly; consistently follows class rules to be a responsible digital citizen; uses version control effectively, showing a high level of awareness and responsibility

Unit sequence

This topic offers 3 sequential units

Unit 1

Digital systems and peripherals

Explore peripherals of common digital systems and their function.

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Unit 2

Using digital systems safely

Investigate behaviours and protocols to stay safe online.

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Unit 3

Collaborate and share content

Introduce ways to collaborate and share content using a supported and guided approach. Collaborating can include brainstorming ideas on a class topic, completing an online quiz in real time or creating a presentation collaboratively.

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Digital systems and peripherals

What is this about?

A desktop computer is an example of a digital system. A peripheral is typically external to a desktop computer and connected either via a wireless network or a cable. A digital system, such as a tablet, often has internal hardware components such as a camera, microphone and keyboard; however, on other digital systems these components might be considered peripherals because they need to be added to the digital system. Students may use tablets that perform multiple tasks such as recording video via internal camera and microphone, images with camera and entering text using a screen keyboard. Laptops may also have an in-built camera.

Content description

Explore and describe a range of digital systems and their peripherals for a variety of purposes AC9TDI4K01

Explore transmitting different types of data between digital systems AC9TDI4K02

Identify what personal data is stored and shared in their online accounts and discuss any associated risks AC9TDI4P09

This sequence enables students to:

recognise that a digital device is made up of several parts
identify peripherals
identify input and output devices
describe the purpose of peripherals.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Using digital systems safely

What is this about?

Technologies are an embedded part of our lives, and it is essential that students understand how to engage responsibly in online spaces. Using the school's (Digital Literacies/ICT) agreement as a focus, develop an agreed set of rules and discuss protocols for digital technologies use. It is important students understand what it means to behave safely online and have an opportunity to explore this in more detail. Discuss the use of personal information or images when communicating online. Empower students with the knowledge of how to act responsibly online and equip them with the tools to know how to deal with cyberbullying behaviour. Use a collaborative online project to apply protocols and manage a task.

Content descriptions

Explore and describe a range of digital systems and their peripherals for a variety of purposes AC9TDI4K01

Explore transmitting different types of data between digital systems AC9TDI4K02

Identify what personal data is stored and shared in their online accounts and discuss any associated risks AC9TDI4P09

This sequence enables students to:

describe the types of content available on the internet
describe potential dangers while using the internet
describe personal information that should be kept private and not shared online
describe behaviours and protocols to ensure their safety online.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Cybersmart challenge
Find out more

Collaborate and share content

What is this about?

Introduce ways to collaborate and share content using a supported and guided approach. Choose a focus to collaborate such as brainstorming ideas on a class topic, completing an online quiz in real time or creating a presentation collaboratively. When students collaborate as a team they will require a shared space such as a place for an online document to enable group members to contribute and have access to the most up-to-date version. Depending on your school, common platforms that enable online collaboration include Google Workspace for Education, Microsoft 365 or Apple products such as Keynote. As students use these types of platforms, they follow agreed protocols related to digital etiquette, privacy and safety.

Content descriptions

Use the core features of common digital tools to create, locate and communicate content, following agreed conventions AC9TDI4P06

Use the core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults AC9TDI4P07

Access their school account using a memorised password and explain why it should be easy to remember, but hard for others to guess AC9TDI4P08

This sequence enables students to:

describe safe ways to share content in a trusted space
describe potential dangers while using the internet
describe personal information that should be kept private and not shared online
describe behaviours and protocols to ensure effective work practices while sharing content online and their safety.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Introduction to programming

Overview

Students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Achievement standards

Students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Content descriptions

Generating and designing AC9TDI4P02

Producing and implementing AC9TDI4P04

Related content and General capabilities

Digital Literacy: Creating and exchanging

Critical and Creative Thinking: Analysing

This topic enables students to

follow algorithms to determine their purpose and predict outcomes
describe and create an algorithm that includes branching and repetition
create a program following an algorithm that includes branching and repetition.

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

Digital Technologies: years 3–4

By the end of Year 4, students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Use this Program my sprite task to assess students’ knowledge, skills and processes related to basic programming.

Use this Game time task to assess students’ knowledge, skill and processes related to designing a game represented as an algorithm.

Rubric

Use this rubric to assess student skills, processes and knowledge.

Control structures (branching and iteration)

This rubric provides benchmarks for assessing different levels of complexity and proficiency in:

understanding of programming blocks, specifically focusing on control structures
identifying branching and iteration
using branching, iteration and user input in programming tasks.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of visual programming blocks	shows a limited understanding of visual programming blocks	names some visual programming blocks or describes their purpose	describes the purpose of the visual programming blocks and gives relevant examples to support their understanding	consistently describes the purpose of the visual programming blocks and gives relevant examples to support their understanding that illustrate blocks to enable input, make decisions based on comparing data, and include repeat steps
Identifies control structures: investigating sample visual programs	with guidance shows a limited ability to describe or identify blocks in given examples and with support can interpret the sequence of steps	identifies most block types in given examples and interprets the sequence of steps	consistently identifies block types correctly in simple program examples; interprets the sequence of steps and identifies user input, decisions (branching) and repeat steps (iteration)	shows a high level of accuracy in identifying block types of a range of visual programs; interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration; explains ways to enable input and make decisions and automate repeat steps
Producing and implementing visual programs	with guidance, creates a program in a sequence of steps to perform a basic task with limited opportunity for user input	creates a program with user input in a sequence of logical steps	creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice	creates a program with user input in a sequence of logical steps that includes a decision (branching) and iteration (repeat steps); enables input and decisions and automates repeat steps

Unit sequence

This topic offers 4 sequential units

Unit 1

Algorithms

Students draw on computational thinking to follow and design algorithms with branching and repetition.

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Unit 2

Programming a sequence

Students use a visual programming environment like Scratch or code.org’s programming challenges to learn the basics of programming.

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Unit 3

Branching and iteration

Students implement algorithms as visual programs involving user input, branching and repetition.

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Unit 4

Branching that result from a comparison

Students implement visual programs with branching that result from a comparison.

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Algorithms

What is this about?

Algorithms are step-by-step instructions for solving a problem or performing a task. In Digital Technologies exploring algorithms is a way to establish the guiding logic for computer programs. An algorithm can describe a sequence of steps and decisions. Sequencing refers to placing the steps to be performed in order, one after another. Branching involves making decisions resulting in following different paths based on specific conditions. An example is in a multiple-choice quiz – the user selects the correct answer and gets positive feedback and moves to next question, else the user gets feedback to try again!

Content description

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

This sequence enables students to:

describe an event using a sequence of steps and decisions
follow and create algorithms that include decisions
identify repeating patterns and use loops to make their algorithms more concise.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Programming a sequence

What is this about?

At the beginner level of programming, use a visual programming environment like Scratch, Microsoft MakeCode or code.org’s programming challenges to learn the basics of programming. Students can turn basic algorithms into a working computer program. They arrange blocks to execute steps in a specific order. They can create a basic program where the sprite (character) responds to events, moves in different directions, based on user input. User input involves information from the person using the program, often obtained through keyboard or mouse actions. For instance, the program can ask for the user's name with the question 'What's your name?' and then use that input in the program. As they grasp the basics and familiarise themselves with the range of visual blocks, students can move on to creating more advanced programs.

Content descriptions

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

This sequence enables students to:

identify and explain what the basic visual blocks do in a program
create a program that executes steps in a specific order
create a basic program where the sprite (character) responds to user input.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Branching and iteration

What is this about?

Once students have a basic understanding of the fundamentals of programming, they can progress to more advanced programming concepts. This includes exploring branching, where decisions direct the program's flow, and repetition loops, which enable the execution of specific actions iteratively. These elements give students the tools to create more intricate and sophisticated programs.

Content descriptions

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

This sequence enables students to:

identify and explain what the repeat blocks do in a program
create a program that uses a repeat command
explain ways to provide decisions that enable the user to choose more than two different paths
create a program that includes decisions that enable the user to choose more than two different paths.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Branching that result from a comparison

What is this about?

As students develop their programming skills they can create more complex programs. At certain steps in the sequence students may want an input to make a decision. To get a true or false answer, branching decisions may result from a comparison. The operator may be: < (less than), > (greater than) or = (equal to).

Content description

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

This sequence enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison
explain ways to provide decisions that enable the user to choose a different pathway
create a program that includes branching decisions that result from a comparison.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Programming a simple digital solution

Overview

This unit outlines a teaching sequence, starting with identifying user needs and co-developing a user story, followed by the design and implementation of a digital solution that includes sequencing, branching and iteration (repetition).

Achievement standards

By the end of Year 4 students create simple digital solutions and use provided design criteria to check if solutions meet user needs. They follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Content descriptions

Investigating and defining AC9TDI4P01

Generating and designing AC9TDI4P02, AC9TDI4P03

Producing and implementing AC9TDI4P04

Evaluating AC9TDI4P05

Related content and General capabilities

English: Literature and contexts

Digital Literacy: Creating and exchanging

Critical and Creative Thinking: Analysing

This topic enables students to

describe a range of familiar problems and generate possible solutions
co-create a user story that describes their role, the goal and reason
follow algorithms to determine their purpose and predict outcomes
describe and create an algorithm that includes branching and repetition
create a program following an algorithm that includes branching and repetition
evaluate their program based on the user needs to see how well it met their needs.

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

Digital Technologies: years 3–4

By the end of Year 4, students create simple digital solutions and use provided design criteria to check if solutions meet user needs. They follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Rubric

Use this rubric to assess student skills, processes and knowledge.

Control structures (branching and iteration)

This rubric provides benchmarks for assessing different levels of complexity and proficiency in:

understanding and identifying the needs of a user in their design
understanding of programming blocks, specifically focusing on control structures
identifying branching and iteration
using branching, iteration and user input in programming tasks.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Generate designs incorporating user needs	with guidance, can describe the problem and with help can identify the needs for their generated design	defines the problem, identifies the user type and their needs and how their generated design meets those needs	defines the problem, identifies user type and their needs, co-develops a user story showing the goal to be accomplished and the reason for the goal	clearly defines the problem and identifies user type and their needs, co-develops a user story showing the goal to be accomplished and the reason for the goal; generates a design that clearly shows how the user experience is improved and meets the user needs and design criteria
Knowledge of visual programming blocks	shows a limited understanding of visual programming blocks	names some visual programming blocks or describes their purpose	describes the purpose of the visual programming blocks and gives relevant examples to support their understanding	consistently describes the purpose of the visual programming blocks and gives relevant examples to support their understanding; uses examples that illustrate blocks to enable input, make decisions based on comparing data, and include repeat steps
Identifies control structures: investigating sample visual programs	with guidance shows a limited ability to describe or identify blocks in given examples and with support can interpret the sequence of steps	identifies most block types in provided examples and interprets the sequence of steps	consistently identifies block types correctly in simple program examples; interprets the sequence of steps and identifies user input, decisions (branching) and repeat steps (iteration)	shows a high level of accuracy in identifying block types of a range of visual programs; interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration; explains ways to enable input and make decisions and automate repeat steps
Producing and implementing visual programs	with guidance, creates a program in a sequence of steps to perform a basic task with limited opportunity for user input	creates a program with user input in a sequence of logical steps	creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice	creates a program with user input in a sequence of logical steps that includes a decision (branching) and iteration (repeat steps); enables input and make decisions and automate repeat steps

Unit sequence

This topic offers 2 sequential units

Unit 1

Who are you designing for?

Students consider who the user is and what their needs are when designing a simple solution.

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Unit 2

Programming a digital solution

Students design a digital solution and implement it as a visual program involving user input, branching and repetition.

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Who are you designing for?

What is this about?

An important part of the design process is to consider the user, who they are and what they need. We can use what we call a ‘user story’ to help define the purpose and the user experience. For example, a user story might say, ‘As a player, I want to control a character with arrow keys to navigate through a game and collect stars for points’ or ‘As a reader, I want a way to read that is fun so that I can overcome my difficulty in keeping interest’. When designing a digital solution, the user story informs the development of the algorithm that we use to implement as a computer program.

Content descriptions

Define problems with given design criteria and by co-creating user stories AC9TDI4P01

Generate, communicate and compare designs AC9TDI4P03

This sequence enables students to:

describe a range of familiar problems and generate possible solutions
co-create a user story that describes their role, the goal and reason.

Resources to include

Resources to introduce

coding@home TV – Primary 1 – finding a target audience
Find out more

Resources to develop and consolidate learning

Redesign the school lunch experience
Find out more

Resources to extend and integrate learning

Programming a digital solution

What is this about?

As students develop their understanding of user stories they can use them when designing their algorithms which they then implement as a visual program. As user stories is a relatively new inclusion in the curriculum it may need to be explicitly connected when designing algorithms and programming solutions. Prompting students to think about who the user might be, what they want and their reasons why that need is important, can help students in the design phase. Students create their program exploring branching, where decisions direct the program's flow, and repetition loops, which enable the execution of specific actions iteratively. They then evaluate their program based on the user needs to see how well it met their needs.

Content descriptions

Define problems with given design criteria and by co-creating user stories AC9TDI4P01

Generate, communicate and compare designs AC9TDI4P03

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

Discuss how existing and student solutions satisfy the design criteria and user stories AC9TDI4P05

This sequence enables students to:

identify and explain what the basic visual blocks do in a program
create a program that executes steps in a specific order
creates a basic program where the sprite (character) responds to user input.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Using data purposefully

Overview

This unit explores how text, numbers, sound and images are transmitted between digital systems. Students explore symbols and images, and learn about the conventions of data representation. They apply their understanding by representing the same data in various ways.

Achievement standards

By the end of Year 4, students process and represent data for different purposes. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data.

Content descriptions

Digital systems AC9TDI4K01, AC9TDI4K02

Data representation AC9TDI4K03

Related content and General capabilities

Mathematics

Year 3 | Statistics

Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets AC9M3ST01

Year 4 | Statistics

Acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created AC9M4ST01

HASS F–6

Year 3 | Skills: Questioning and researching

Locate, collect and record information and data from a range of sources, including annotated timelines and maps AC9HS3S02

Year 4 | Skills: Questioning and researching

Locate, collect and record information and data from a range of sources, including annotated timelines and maps AC9HS4S02

Digital Literacy: Investigating

Numeracy: Statistics and probability

This topic enables students to

identify digital systems used to transmit data
describe ways data is represented as text, numbers, sound and images
describe ways the same data is represented differently
use a digital device to represent information about their favourite animal using sound, image and text
design a symbol to represent an idea.

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 4, students process and represent data for different purposes. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data.

Rubric: Digital systems, Data representation

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Use digital systems and their peripherals for a range of purposes	with guidance, uses a digital system for a particular purpose	uses a digital system including peripherals for a particular purpose	uses a digital system including peripherals for a particular purpose, describing how the device transmits the data as text, sound and images	uses a digital system including peripherals for a particular purpose, describing how the device transmits the data as text, sound and images; and justifies their choice of digital system
Knowledge of data representation for different purposes	with guidance, identifies types of data	identifies types of data and names them (such as text, numerical data, sound, picture, symbol or object)	identifies types of data and names them (such as text, numerical data, sound, picture, symbol or object) and describes ways they suit a particular purpose	identifies types of data and names them (such as text, numerical data, sound, picture, symbol or object), describes ways they suit a particular purpose and explains why one type of representation is better than another
Demonstrate ways to represent data suited to a particular purpose	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, selecting a form of representation that suits the purpose	uses pictures, symbols or objects to represent ideas or actions, selecting a form of representation that suits the purpose and justifies their choice

Unit sequence

This topic offers 2 sequential units

Unit 1

Exploring types of data

Students explore how text, numbers, sound and images are transmitted between digital systems.

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Unit 2

Data detectives: symbols

Students explore symbols and images, and learn about the conventions of data representation. They apply their understanding by representing the same data in various ways.

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Exploring types of data

What is this about?

Exploring how text, numbers, sound and images are transmitted between digital systems. Students explore ways data can be transmitted between digital systems; for example, text (such as a blog post), numeric (for example, survey results), sound (for example, audio recordings) and images (photo and video). This understanding lays the groundwork for more advanced concepts, such as the way data is represented using binary – a system that uses only zeros and ones. It is a fundamental concept of data representation. The Mathematics learning area can be integrated with Digital Technologies to make learning more meaningful by combining data acquisition (statistics) and types of data (data representation).

Content description

Explore and describe a range of digital systems and their peripherals for a variety of purposes AC9TDI4K01

Explore transmitting different types of data between digital systems AC9TDI4K02

Recognise different types of data and explore how the same data can be represented differently depending on the purpose AC9TDI4K03

This sequence enables students to:

identify the digital systems used to transmit data
describe ways data is represented as text, numbers, sound and images
conduct a simple survey to acquire data
record the survey data using tally marks, numbers or pictures
organise data into groups
describe ways the same data can be represented differently.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Professional learning

Data detectives: symbols

What is this about?

Using established conventions for representing data helps create a common understanding, allowing individuals from diverse backgrounds to interpret and act upon visual information efficiently. When representing data using symbols and images, students can explore these conventions and apply their understanding of ways to represent the same data in different ways. Flags, maps and public systems such as transport provide a useful context to explore data representation and representing data for a purpose. Braille, a system designed for people who are blind or have visual impairment, enables reading through raised dots that represent letters, numbers and symbols. QR codes are another way to represent weblinks.