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 3)

Jan Jun Dec

Cycle one (Year 4)

Jan Jun Dec

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.

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.

  • 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.

Using data purposefullyImage

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

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.

Content descriptions

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:

  • describe ways data is represented as text, numbers, sound and images
  • describe ways the same data is represented differently
  • design a symbol to represent an idea.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning