Using digital systems safely and securely

Home Plan and prepare Scope and sequence (F–10) Years 5–6 Digital systems, safety and security Using digital systems safely and securely

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 5)

JAN DEC

Cycle two (Year 6)

The cycle might look something like this

Cycle one (Year 5)


Jan					Jun						Dec

Cycle two (Year 6)


Jan					Jun						Dec

Representing data in digital systems

Overview

This unit explores binary numbers through pixel-based image creation to help students understand the purpose and functionality of binary. It also covers data types as we explore how information is represented internally in digital systems and the operations that can be performed on it.

Achievement standards

Students process data and show how digital systems represent data. They design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Data representation AC9TDI6K03, AC9TDI6K04

Generating and designing AC9TDI6P02

Producing and implementing AC9TDI6P05

Related content and General capabilities

Mathematics: Number AC9M5N010, Algebra AC9M6A03

The Arts: AC9AVA6C01

Numeracy: Number patterns and algebraic thinking

Digital Literacy: Creating, Investigating

Critical and Creative Thinking

This topic enables students to

describe ways that digital systems use numerical representations for data including binary digits
apply algorithmic thinking to encode images and investigate patterns
use a spreadsheet to automate processes such as representing cells in colour using whole numbers or binary
identify and describe data types
implement programs using visual programming that use data types
demonstrate that the choice of data type influences the operations that can be performed.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 5-6

By the end of Year 6, students process data and show how digital systems represent data. They design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Assessment tasks

Binary representation: symbols Binary Images – Code.org

Binary representation: pixels Pixels and binary digits

Rubrics

Use these two rubrics to assess student skills, processes and knowledge.

Data representation using binary numbers and whole numbers

This rubric provides benchmarks for assessing different levels of:

representing data using ones and zeros (binary)
encoding and decoding using binary
creativity and proficiency in using whole numbers to create pixel art.

Data types and operations

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

levels of understanding of data types, specifically focusing on strings and numbers
identifying data types and control structures, as well as understanding the role of variables in programming
applying and using data types in programming tasks, particularly focusing on string and number data types
using control structures, variables and user input in programming tasks, with emphasis on the progression from basic sequences to more advanced programs with complex branching, iteration and the use of variables.

Rubric: Data representation using binary numbers and whole numbers

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of binary number system	has a limited understanding of representing data using ones and zeros	shows understanding of ones and zeros relating to scenarios that use on/off, such as switches	shows understanding of using ones and zeros to represent data and provides relevant examples to assist in their explanation	demonstrates understanding of using ones and zeros to represent data and provides relevant examples to assist in their explanation, and can explain how binary numbers are used in computer systems
Encoding and decoding using binary	decodes a series of steps that includes binary to create an image, but there are noticeable errors in the resulting image	demonstrates the ability to encode and decode step-by-step instructions (algorithm) that include binary to create an image with minimal errors or no errors	consistently encodes and decodes an algorithm that includes binary to create an image with no errors, and describes patterns in the algorithm that repeat	consistently encodes and decodes instructions that include binary to create an image, and includes ways to more effectively perform the task for example using algorithms with iteration (repeat steps)
Creative use of whole numbers to represent data as pixel art	creates an image of pixel art by manually colouring a printed grid using whole numbers to represent colours	creates an image of pixel art by representing colours with numbers and manually colouring each individual cell in a digital grid	creates an image of pixel art using a spreadsheet, where colours are represented by numbers, and uses features such as copy and paste to colour each individual cell	creates an image of pixel art using a spreadsheet representing colours by numbers using conditional formatting, a form of branching to automate the colouring of each individual cell; incorporates representation of data using whole numbers in programming tasks involving complex branching, iteration and variables

Rubric: Data types and operations

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of data types (strings and numbers)	has a limited understanding of different data types	shows understanding of either strings or numbers as data types	shows understanding of strings and numbers as data types and provides relevant examples to support understanding	explains that the data type used to represent data determines the operations that can be performed on that data; provides relevant examples to illustrate how different data types enable specific operations
Identification of data types: Identifies control structures (sequence, branching and iteration), variables and input	misidentifies data types in given examples, and is not able to interpret the sequence of steps	accurately identifies most data types in provided examples; interprets the sequence of steps and identifies user input, branching or iteration	consistently identifies data types correctly in various examples; interprets the sequence of steps and identifies user input, branching and iteration	demonstrates a high level of accuracy in identifying data types; interprets the sequence of steps and identifies user input, branching and iteration; explains ways a variable serves as a 'container' to hold and manipulate different data types within a program
Applying and using data types in programming tasks	uses a simple string in a programming task but shows limited understanding of its usage	applies basic use of string and number data types in programming tasks, however, may seek guidance in determining when to use string concatenation (joining strings) versus using operators for number data types	applies the use of string and number data types in programming tasks and displays an understanding of when and how to apply them appropriately; differentiates between joining strings (concatenation) and using operators for number data types effectively	consistently applies a wide range of data types skilfully in programming tasks, demonstrating an advanced understanding of their usage and benefits; effectively chooses and implements the appropriate data types for specific programming scenarios, including strings and numbers
Using control structures (sequence, branching and iteration), variables and input in programming tasks	creates a program with user input in a sequence of logical steps to perform a basic task	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 multiple decisions (complex branching) and iteration (repeat steps)	creates a program with multiple user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps); includes the use of variables to hold and manipulate different data types within a program

Unit sequence

This topic offers 3 sequential units

Unit 1

Data representation using binary

Students encode and decode an image using ones and zeros.

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Unit 2

Creativity with automated pixel art

Students explore pixel images and use algorithms to generate patterns by repeating specific instructions involving binary.

Learn More

Unit 3

Data types and operations

Students learn about data types (numbers and strings) and create computer programs that use these data types.

Learn More

Data representation using binary

What is this about?

Digital systems, like computers, represent information using binary digits, ones and zeros. The term ‘binary’ refers to the use of only two values such as two digits or two states: on/off. Computer screens display images as grids of pixels, which are tiny, coloured squares. Exploring binary numbers through pixel-based image creation helps students understand the purpose and functionality of binary. With a single binary digit (one bit ), we can only represent two values. So, using one bit to represent a pixel's colour means each pixel can only have one of two possible colours. There are efficient ways of encoding an image in binary, such as run-length encoding.

Content description

Explore how data can be represented by off and on states (zeros and ones in binary) AC9TDI6K04

This sequence enables students to:

use one bit to represent the colour of a single pixel
encode and decode an image using ones and zeros
use a spreadsheet to automate a process to encode cells in a grid to create an image
apply knowledge of binary to other contexts, for example, on/off switches.

Resources to include

Resources to introduce

Years 5–6 Binary representation activity

Use this unplugged lesson to encode/decode an image using a ‘binary alphabet’ using two values such as letters or numbers.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

encode and decode an image using a 'binary alphabet' using two values such as letters or numbers.

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Years 5–6 Colour by numbers – CS Unplugged

Use this lesson to introduce a pixel and coding a grid using zeros and ones.

Requires

printed sheets or cards (documents provided)

Suggested time

2 hours

Enables students to:

encode and decode an image made up of 1 bit per pixel using binary numbers ones and zeros
explain how images can be stored and represented using digits.

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Years 5–6 Binary Acknowledgement of Country

In this learning sequence we explore data representation, learning about the way data in the form of text, can be represented in binary (on and off states). In using the context of Acknowledgement of Country we explore First Nations language groups written digitally as symbols and using a long thread of beads.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

identify the local First Nations language group
describe how text can be represented in binary
represent the local First Nations language group in binary (on/off states).

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Years 5–6 Squeezing pictures into less space

Use this lesson to introduce a pixel and code a grid using ones and zeros using run-length encoding.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

encode and decode an image made up of 1 bit per pixel using binary numbers ones and zeros
use run-length encoding and describe how this is a more efficient way of encoding
explain how images can be stored and represented using digits.

Squeezing pictures into less space Image

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Resources to develop and consolidate learning

Years 5–6 Pixel art to binary – 1 bit

Explore patterns using ones and zeros. Students share their binary code to decode.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain how binary numbers are used to create 1 bit per pixel images
explain how images can be stored and represented using digits.

Go to resource Close

Years 5–6 Black and white pixelation tutorial

Explore creating black-and-white images using ones and zeros.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain how binary numbers are used to create 1 bit per pixel images
describe how greyscale is used in 2 bit per pixel images
explain that to represent the colour of each pixel in more colours other than black and white requires more numbers (for instance, more binary digits).

Black and white pixelation tutorial Image

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Years 5–6 Representing images using binary: totems

In this lesson, students will interpret a First Nations Australian artwork by representing an image they create as a binary image with accompanying code.

Requires

internet access
computers, laptops or tablet
slides and worksheet (provided)

Suggested time

2 hours

Enables students to:

explain how binary numbers are used to create 1 bit per pixel images
explain that to represent the colour of each pixel in more colours other than black and white requires more numbers (for instance, more binary digits).

Representing images using binary: totemsImage

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Resources to extend and integrate learning

Years 5–6 Hour of code: Virtual pet

This tutorial shows how to use the 5 x 5 display of LEDs and the two buttons (A and B) of the micro:bit simulator in blockly code.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

describe how to create a program that turns LEDs on a micro:bit on and off
explain their understanding of binary on/off switches.

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Years 5–6 Flashing emotions

Create a program that turns on the LEDs in a micro:bit project.

Requires

internet access
computers, laptops or tablets
physical micro:bit (optional)

Suggested time

1 hour

Enables students to:

describe how to create a program that turns LEDs on a micro:bit on and off
explain their understanding of binary on/off switches.

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Years 5–6 Home automation programming

Incorporate binary into programming using switching appliances on and off.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version

Suggested time

2 hours

Enables students to:

create a program that turns switches on and off
include user input, branching, iteration and variables.

Home automation programming (yrs 5-6)Image

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Creativity with automated pixel art

What is this about?

Pixel art is a digital art form that uses small, distinct pixels arranged in a grid-like pattern to create images. Each pixel can be assigned 1 bit to represent an image in binary, for example, in black and white in binary with black = 0 and white = 1. As an extension, students can explore greyscale that uses 2 bits to represent an image allowing for four colour values.

Algorithms can be used to generate patterns by repeating specific instructions involving binary. For example, use iteration to repeat a set of instructions that turn pixels on or off in a specific pattern.

A spreadsheet can be used to automate design of pixel art. As an alternative, instead of using binary, students could use whole numbers to represent colours in their spreadsheet, for example, red = 1, blue = 2, yellow = 3.

Content descriptions

Explore how data can be represented by off and on states (zeros and ones in binary) AC9TDI6K04

Explain how digital systems represent all data using numbers AC9TDI6K03

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

use 1 bit to represent the colour of a single pixel
encode an image using binary or whole numbers
create pixel art using conditional formatting in a spreadsheet
generate visual patterns by repeating specific instructions using ones and zeros.

Resources to include

Resources to introduce

Pixel art series
Find out more

Years 5–6 Pixel art series

Use these examples of Pixel Art to inspire students to create and design their own pixel art.

Requires

internet access
computers, laptops or tablets, or alternatively view as a class on an interactive whiteboard

Suggested time

1 hour

Enables students to:

describe how to create pixel art.

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Resources to develop and consolidate learning

Years 5–6 Artist binary

Generate visual patterns by repeating specific instructions that include a string of binary numbers.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe how to create visual patterns using repeated steps that include strings of binary numbers.

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Years 5–6 Make art with Google sheet

Create a pixel art project using conditional formatting in a spreadsheet. Represent colours using whole numbers, for example, Yellow = 1.

Requires

internet access
computers, laptops or tablets
spreadsheet software (for example, Excel, Sheets, Numbers)

Suggested time

2 hours

Enables students to:

create pixel art using conditional formatting in a spreadsheet
represent data using numbers.

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Resources to apply and extend learning

Years 5–6 AI and image recognition

Incorporate a spreadsheet to create images using zeros and ones.

Requires

internet access
computers, laptops or tablets
spreadsheet software (for example, Excel, Sheets, Numbers)

Suggested time

2 hours

Enables students to:

use conditional formatting to automate the filling of cells based on a value.

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Years 5–6 Computers, art and pixels

Students use programming skills to create pixel art incorporating binary.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

use programming skills to modify pixel-based images.

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Data types and operations

What is it about?

In digital systems, data types define how information is represented internally and the operations that can be performed on it. Numbers are a data type. We can use operators such as (+) for addition, (-) for subtraction, (*) for multiplication and (/) for division.

A string is another common data type used to represent a sequence of characters that can contain letters, numbers, symbols and spaces. Strings can be joined together (concatenation), merging them into a single string. Programming can be used to illustrate the concepts of data representation and the impact of data types on operations.

Content description

Explain how digital systems represent all data using numbers AC9TDI6K03

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

identify data types for example numbers and strings
explain the types of operations performed on data types
create computer programs that perform simple operations on data types.

Resources to include

Resources to introduce

Years 5–6 CS in algebra: data types

Use this video to introduce data types.

Requires

internet access
computers, laptops or tablets, or alternatively view as a class on an interactive whiteboard

Suggested time

2 minutes

Enables students to:

identify data types, for example, numbers and strings.

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Years 5–6 Unplugged: strings and numbers

Use this unplugged lesson to introduce data types.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Resources to develop and consolidate learning

Years 5–6 Getting started with Scratch: Operators

This tutorial introduces operators with a programming example.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

Getting started with Scratch: OperatorsImage

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Years 5–6 Space

This tutorial uses visual programming examples to introduce data types, strings and numbers.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Years 5–6 Lesson 2: Calculator

Use the visual programming examples to show how to make decisions (branching), include a variable and incorporate data types.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Years 5–6 Lesson 5: password generator

Use this lesson to introduce variables and incorporate data types, strings and numbers, to create a password generator.

Requires

free course (no registration required)

Suggested time

2 hours

Enables students to:

identify data types for example numbers and strings
explain the types of operations performed on data types.

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Resources to apply and extend learning

Years 5–6 DT Challenge: Blockly Chatbot

Write code using data types to create word games and develop a Pirate Chatbot.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

3 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

Go to resource Close

Years 5–6 Can a computer recognise your sentiment?

This lesson plan enables students to explore operators and strings to assess and categorise a user’s online comments.

Requires

internet access
computers, laptops or tablets

Suggested time

3 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

Can a computer recognise your sentiment?Image

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Years 5–6 Scratch: Maths rule

Students can modify and remix this Scratch program example to create function machines that use the data type numbers, performs operations, and includes variables and repeat blocks.

Requires

internet access
computers, laptops or tablets, or alternatively view as a class on an interactive whiteboard

Suggested time

2 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Digital systems, safety and security

Overview

This unit explores the internal components of a digital device and their function. It explores computers connected via networks and how to use safe behaviours in a digital world.

Achievement standards

Students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data.

They identify their digital footprint and recognise its permanence.

Content descriptions

Digital systems AC9TDI6K01, AC9TDI6K02

Privacy and security AC9TDI6P09

Related content and General capabilities

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

Critical and Creative Thinking

This topic enables students to

name devices on a computer network
describe how devices in a network are connected
identify networked devices at school or home
describe the benefits of computer networks
describe ways they use safe practices when accessing apps and websites.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 5-6

By the end of Year 6, students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data. They identify their digital footprint and recognise its permanence.

Assessment tasks

Informal teacher assessment of pupils during main task and plenary. Focus on understanding the different network devices and their roles.
Formal assessment of pupils’ sketch maps indicating devices identified and details of their role within the network.

Using Digital systems: School network, students create a concept map or mind map that demonstrates what they know about digital systems, how different components are connected and the role they play, using the school network as an example.

This annotated work sample, School networks, demonstrates a satisfactory response to explaining how a school network operates.

Unit sequence

This topic offers 3 sequential units

Unit 1

Inside a computer

Students explore the main internal components of common digital systems and their function.

Learn More

Unit 2

Connected via a network

Students investigate familiar networks to learn about the function of the following components: network cable, hub, server, router.

Learn More

Unit 3

Using digital systems safely and securely

Students investigate what information can be safely shared online and describe protocols of sharing information online.

Learn More

Inside a computer

What is this about?

Digital devices, such as computers, need both physical parts (hardware) and instructions (software) to work. They require power, user input and an operating system to perform tasks. The operating system connects the software and hardware. The main parts that process and store data in a digital device are the Central Processing Unit (CPU) and memory storage. Learning about hardware and software helps students understand how technology works, enabling them to navigate and use it effectively.

Content description

Investigate the main internal components of common digital systems and their function AC9TDI6K01

This sequence enables students to:

recognise that a digital device is made up of several parts
identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Supplementary information

In the previous year band, students learned about peripherals and developed their knowledge of the relationship between inputs, processes and outputs of a digital device.

An important part of digital literacy is to learn how to use different software applications, navigate operating systems, manage files and folders, and perform basic computer tasks.

Resources to include

Resources to introduce

Years 5–6 How computers work: Hardware and software

Use this video to understand the role of internal components – such as CPU and memory – have in a computer.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

5 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

How computers work: Hardware and softwareImage

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Years 5–6 How computers work: What makes a computer, a computer?

Use this video to discover the features that all computers share.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

5 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

How computers work: What makes a computer, a computer?Image

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Years 5–6 Hardware software – Camp coding camp

This video uses a fun rap song to engage students in learning about hardware and software in a computer.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

3 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Hardware software – Camp coding campImage

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Resources to develop and consolidate learning

Years 5–6 Inside your computer – Bettina Bair

Use this video to provide a guide about what happens when you interact with your computer via a mouse.

Requires

internet access
computers, laptops or tablets

Suggested time

4 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Inside your computer – Bettina BairImage

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Years 5–6 How computers work

Use this unplugged activity to give the students a sense of how computers work by having them act out a simple computer simulation.

Requires

Printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

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Years 5–6 How computers work: CPU, memory, input & output

Requires

internet access
computers, laptops or tablets

Suggested time

4 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

How computers work: CPU, memory, input & outputImage

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Years 5–6 Computer hardware and software: Computer fundamentals for children

Use this video to learn about hardware and software. It includes a quiz.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

3 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Computer hardware and software: Computer fundamentals for childrenImage

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Resources to extend and integrate learning

Difference between hardware and software
Find out more

Years 5–6 Difference between hardware and software

Use this quiz to learn about the differences between software and hardware.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

30 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Difference between hardware and software Image

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Connected via a network

What is this about?

Many digital devices are connected to other digital devices, such as computers via cables, tablets and laptops via wi-fi, and smartphones via mobile phone networks. Connecting digital devices allows information to be shared between users and systems. A network can be small, connecting devices within a limited area like a home or office, or as vast as the internet, which connects millions of devices worldwide. A network is made up of components including network cables, hubs, servers and routers, each carrying out key functions.

By learning about networks, students gain a fundamental understanding of how data moves between devices, systems and users. They see the significance of global connectivity and how it has transformed the way people shop, stream content, interact, work and learn.

Content description

Examine how digital systems form networks to transmit data AC9TDI6K02

This sequence enables students to:

identify and describe familiar networks around them
describe how devices in a network are connected to transmit data
identify the benefits of computer networks
discuss why a network needs protecting
understand that the internet is a network of networks.

Resources to include

Resources to introduce

Years 5–6 The orange game

Use this unplugged activity to discuss a deadlock when messages are sent via the internet. A video demonstration is also available.

Requires

two oranges or tennis balls per student
a name tag or sticker per student

Suggested time

1 hour

Enables students to:

describe how devices in a network are connected to transmit data.

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Years 5–6 Computer networks: email example

Use this series of slides to introduce the concept of connections and moving information between connected devices.

Requires

laptops and interactive whiteboard to share slides

Suggested time

1 hour

Enables students to:

describe how devices in a network are connected to transmit data
identify the benefits of computer networks.

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Years 5–6 A packet's tale: How does the internet work?

Use this video to explore how information travels across the internet, and introduce the concept of packet switching.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

3 minutes

Enables students to:

describe the concept of breaking data down into packets for transmission across networks.

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Years 5–6 What is the internet?

This video provides an opportunity to discuss the internet and what it is.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

4 minutes

Enables students to:

describe how devices in a network are connected together to transmit data
explain how a global network of interconnected computer networks enables the exchange of information and communication among users worldwide.

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Years 5–6 The story of wi-fi

This article and supporting video show how a team of Australian radio astronomers solved the problem of high-speed wireless internet.

Requires

internet access
computers, laptops or tablets, or a whiteboard to view as a class

Suggested time

12 minutes

Enables students to:

describe how devices in a network are connected together to transmit data
describe how electronic devices connect to the internet or communicate with each other wirelessly using radio waves.

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Resources to develop and consolidate learning

Years 5–6 The internet

This lesson explores the internet and its uses. It includes explainer videos including about the internet and its history, and how messages can be successfully sent from one device to another across the planet in under a second using packets and IP addresses.

Requires

internet access
computers, laptops or tablets
electronic whiteboard to display video to class

Suggested time

1 hour

Enables students to:

describe the internet as a network of networks
demonstrate how information is shared across the internet
discuss why a network needs protecting.

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Years 5–6 Networking hardware

This lesson explores the functionality of key hardware components found in a network. It covers network cables, hubs, servers and routers.

Requires

internet access
computers, laptops or tablets
printed worksheet supplied or electronic version of slides

Suggested time

1 hour

Enables students to:

describe the function of the following components found in computer networks: network cable, hub, server, router.

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Years 5–6 What does our school network look like?

Use this resource to investigate the school network and learn about how computers are connected.

Requires

internet access
computers, laptops or tablets
printed worksheet supplied or electronic version of slides

Suggested time

1 hour

Enables students to:

describe the function of the following components found in computer networks: network cable, hub, server, router
explain how the individual components of a digital system work together to perform a function.

What does our school network look like? Image

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Resources to apply and extend learning

Connectivity at home
Find out more

Years 5–6 Connectivity at home

Use this take-home activity for students to investigate different forms of connectivity and discover which types can be paired with the digital systems their family owns.

Requires

printed worksheet supplied or electronic version of slides

Suggested time

1 hour

Enables students to:

identify and describe familiar networks around them.

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Using digital systems safely and securely

What is it about?

Students engage in online information sharing through the development of digital solutions and ensure safe interaction by adhering to suitable digital system protocols and agreed-on behaviours. They receive ongoing guidance from trusted adults to become aware of potential risks when working both independently and in collaboration. Additionally, students delve into the ways online applications and networked systems handle their data and explore methods to control their online presence.

Content descriptions

Explain how digital systems represent all data using numbers AC9TDI6K03

Access multiple personal accounts using unique passphrases and explain the risks of password re-use AC9TDI6P09

This sequence enables students to:

identify strategies to protect content and personal information when accessing online websites by setting appropriate access controls
explain what information can be safely shared online and describe protocols of sharing information online
explain how to use passphrases safely and securely
describe ways to be a responsible user in an online environment
describe ways to protect your personal information and how it may be at risk.

Resources to include

Resources to introduce

Years 5–6 Be secure

Use this video to discuss basic online safety skills, including why it is essential to Ask, Check and Think before acting in the digital world.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

1 hour

Enables students to:

identify and establish personal online safety boundaries
develop skills to question what they encounter online
develop skills to identify problematic situations which may impact their online safety or security
consider appropriate help seeking and reporting strategies for dealing with unsafe situations online.

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Years 5–6 How secure is my password?

Use this online tool to help students better understand password security.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

protect content and personal information when accessing online websites by setting appropriate access controls.

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Years 5–6 Set secure passphrases

Students learn about passphrases that are harder to guess but easy to remember. Includes a quiz.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

protect content and personal information when accessing online websites by setting appropriate access controls.

Go to resource Close

Years 5–6 eSafety – First Nations: Connecting safely

Guidance and tips about staying safe online for First Nations students.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

protect content and personal information when accessing online websites by setting appropriate access controls.

eSafety – First Nations: Connecting safelyImage

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Resources to develop and consolidate learning

Years 5–6 Cybersmart Challenge

Watch these videos and find out how to be smart online. Use the videos to introduce students to key online safety issues including cyberbullying, protecting personal information and sharing images.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

1 hour

Enables students to:

identify how to safely share content/images online
identify what personal information is safe to put online
identify what cyberbullying is.

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Years 5–6 Cybermarvel – Primary

An introduction to cyber security with four modules on offer.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

4 hours

Enables students to:

explain what information can be safely shared online and describe protocols of sharing information online
explain how to use passwords safely and securely
describe ways to protect your personal information and how it may be at risk.

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Years 5–6 Protecting your personally identifiable information

This website provides the key information about being safe online.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

explain what information can be safely shared online and describe protocols of sharing information online.

Protecting your personally identifiable informationImage

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Years 5–6 Cyber security same: Know your risks

What information is safe to share online? This interactive (PowerPoint) classroom presentation can help students understand the risks.

Requires

internet access
computers, laptops or tablet
access to slides provided

Suggested time

1 hour

Enables students to:

explain what information can be safely shared online and describe protocols of sharing information online.

Cyber security same: Know your risksImage

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Years 5–6 Digital footprint

Use this website to explore the trail of data, known as your digital footprint.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe data that is created from your online activities
describe ways to protect your personal information and how it may be at risk.

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Resources to apply and extend learning

Years 5–6 Cracking a code – give your passwords superpowers

Play a game with a partner where you guess a three-digit code. This task can be done as a take-home activity.

Requires

printed worksheets

Suggested time

1 hour

Enables students to:

explain how to use passwords safely and securely.

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Years 5–6 Password generator

Use this lesson to introduce variables and incorporate data types, strings and numbers, to create a password generator.

Requires

Free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

explain how to use passwords safely and securely
identify data types; for example, numbers and strings.

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Years 5–6 Making good choices online

This lesson explores three different scenarios asking students to decide what the character should do in each online situation using the think, evaluate, choose (TEC) model.

Requires

internet access
computers, laptops or tablets
electronic whiteboard to view slides as a class

Suggested time

1 hour

Enables students to:

describe ways to be a responsible user in an online environment
understand the need to discuss choices with a trusted adult.

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Years 5–6 Smartphone security

This lesson provides an opportunity to investigate security measures, including those powered by artificial intelligence (AI), that are used to protect users from unauthorised (unapproved, unwanted) access to their digital devices.

Requires

internet access
computers, laptops or tablets
access to Scratch

Suggested time

1–2 hours

Enables students to:

describe ways to protect use of digital devices using passphrases or biometric security
create a program using a visual programming language that protects the user against unauthorised access.

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Programming challenges

Overview

This unit provides a sequence for teaching programming incorporating branching, iteration (repetition) and variables.

Achievement standards

Digital Technologies: Years 5–6

By the end of Year 6 students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Generating and designing AC9TDI6P02

Producing and implementing AC9TDI6P05

Related content and General Capabilities

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
incorporate variables into a program that uses a repeat command and includes decisions that enable the user to choose different paths.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 5-6

By the end of Year 6 students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Assessment tasks

Use this assessment task All at sea for Year 5–6 that assesses programming (AC:DT V8.4)

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:

levels of understanding of programming blocks, specifically focusing on control structures
identifying control structures, as well as understanding the role of variables in programming
using control structures, variables and user input in programming tasks.

Rubric: Control structures (branching and iteration)

By the end of Year 6, students design algorithms involving complex branching and iteration, and implement them as visual programs including variables.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of visual programming blocks	demonstrates a limited understanding of visual programming blocks	can name some visual programming blocks or describe their purpose	describes the purpose of the visual programming blocks and provides relevant examples to support their understanding	explains how programming blocks are organised by type, their purpose and provides relevant examples to support their understanding. Their examples illustrate blocks to enable input, decisions, repeat steps and data stored as a variable
Identifies control structures: investigating sample visual programs	demonstrates limited ability to describe or identify blocks in given examples and interpret the sequence of steps	identifies most block types in provided examples. Interprets the sequence of steps and identifies user input, decisions (branching) or repeat steps (iteration)	consistently identifies block types correctly in various examples. Interprets the sequence of steps, predicts outcomes of blocks and identifies user input, decisions (branching) and repeat steps (iteration)	demonstrates a high level of accuracy in identifying block types of a range of complex visual programs. Interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration. Explains ways a variable serves as a 'container' to hold and manipulate different data types within a program
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 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 multiple decisions (complex branching) and iteration (repeat steps)	creates a program with multiple user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps). Includes the use of variables to hold and manipulate different data types within a program

Unit sequence

This topic offers 3 sequential units

Unit 1

Algorithms

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

Learn More

Unit 2

Branching and iteration

Students implement algorithms as visual programs involving branching, iteration, variables and input.

Learn More

Unit 3

Introducing variables

Students learn about variable and implement these in their visual programs.

Learn More

Algorithms

What is this about?

Following and designing algorithms with branching and repetition draws on students’ problem-solving skills. They break down complex tasks, identify patterns and create efficient solutions using If/then statements and loops to improve efficiencies. Students analyse problems, consider possibilities and design suitable solutions as an algorithm first. An algorithm can be written as a series of steps or diagrammatically such as in a flowchart. The algorithm can then be implemented as a computer program.

Content description

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

This sequence enables students to:

follow algorithms to determine their purpose and predict outcomes
explain and debug algorithms
understand the importance of the order of statements within algorithms
identify repeating patterns and use loops to make their algorithms more concise
use if/then statements to add control and decision-making to algorithms, including more than two decision paths.

Resources to include

Resources to introduce

Years 5–6 coding@home TV – Primary 2 – Designing an algorithm

Use this video to introduce algorithms with branching and repetition (iteration).

Requires

internet access
computers, laptops or tablets, or an interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

describe an algorithm that includes branching and repetition.

coding@home TV – Primary 2 – Designing an algorithm Image

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Years 5–6 Number guessing: I’m thinking of a number...

Play a number guessing game to explore algorithms.

Requires

printed worksheets supplied

Suggested time

1 hour

Enables students to:

describe an algorithm that includes branching and repetition.

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Resources to develop and consolidate learning

Years 5–6 Learning to loop

Students create algorithms with a condition that tells the computer to repeat a sequence of instructions.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe an algorithm that includes repetition
create an algorithm that includes repetition.

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Years 5–6 Making maths quizzes 1: Plan and test our programs

In this sequence of lessons students plan, create and edit a program that will ask maths questions that are harder or easier depending on user performance.

Requires

internet access
computer/laptop and interactive whiteboard
large sheets of paper for recording ideas

Suggested time

1 hour

Enables students to:

describe an algorithm that includes branching and repetition
create an algorithm that includes branching and repetition.

Making maths quizzes 1: Plan and test our programsImage

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Resources to extend and integrate learning

Eco-calculator
Find out more

Years 5–6 Eco-calculator

Students will make a paper prototype of an eco-calculator to demonstrate human impact on the environment and suggest changes in behaviour.

Requires

large sheets of paper for recording

Suggested time

2 hours

Enables students to:

describe an algorithm that includes repetition
create an algorithm that includes repetition.

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Branching and iteration

What is this about?

The sequence and flow of a program is determined by control structures such as branching or iteration (repetition). In a program, ‘if’ statements are branching control structures that allow for decisions that enable the user to choose different paths. Loops are iteration control structures that repeat instructions. These concepts are fundamental in programming across languages. Learning them in Scratch develops transferable skills for exploring new tools and languages. This unit predominantly uses Scratch; however teachers may substitute a similar visual programming language.

Content description

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

identify and explain what 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.

Supplementary information

In Scratch, students learn if/then statements to control program flow. They use comparison operators (e.g. =, <, >). For example, ‘if light level < 100, turn the light on’. As their skills develop, introduce if/else statements for multiple decisions and alternative paths when conditions aren't met. To appreciate efficiency and convenience, students learn loops – a form of iteration. Teach conditional loops like ‘repeat until’, which execute once before checking the condition. For example, in game play, ‘repeat until lives = 0’.

Resources to include

Resources to introduce

Years 5–6 coding@home TV – Primary 4 – Branching and repetition using Scratch

Use this video to explain how to include branching and repetition to make a Scratch program more interactive and to give the user choices.

Requires

internet access
computers, laptops or tablets, or an interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to choose different paths.

coding@home TV – Primary 4 – Branching and repetition using ScratchImage

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Years 5–6 Making maths quizzes 2: Implementing a digital solution

In this sequence of lessons, students implement a digital solution for a maths quiz.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain what the repeat blocks do in a program.

Making maths quizzes 2: Implementing a digital solutionImage

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Years 5–6 Introduction to loops in Scratch – Barclays Code Playground

In this lesson students learn about loops (a form of iteration) through dance. Includes a video tutorial.

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to make a choice
create a program following an algorithm that includes branching and iteration.

Introduction to loops in Scratch – Barclays Code PlaygroundImage

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Years 5–6 Introduction to conditionals in Scratch – Barclays Code Playground

In this lesson students learn about conditional statements (branching) using the ‘Rock, paper scissors’ game. Includes a video tutorial.

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

2 hours

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to make a choice
create a program following an algorithm that includes branching and iteration.

Introduction to conditionals in Scratch – Barclays Code PlaygroundImage

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Resources to develop and consolidate learning

Years 5–6 Getting started with Scratch – Control

This tutorial provides examples of how to use ‘control’ blocks, which control the order that blocks run in, including decisions (selection) and loops (repetition).

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

describe how control blocks are used in programming
describe ways to use conditions to make decisions
describe ways to repeat parts of the program.

Getting started with Scratch – ControlImage

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Years 5–6 Storm survivor: Input, decision-making and loops

Students use a visual programming language to create a game or quiz to help members of a community prepare for a severe weather event.

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

explain what repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to make a choice
create a program following an algorithm that includes branching and iteration.

Storm survivor: Input, decision-making and loopsImage

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Years 5–6 DT get looping: Scratch

In this short course, learn to use loops and variables in their Scratch projects.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to make a choice
create a program following an algorithm that includes branching and iteration.

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Resources to apply and extend learning

Years 5–6 Can a computer recognise your sentiment?

This lesson enables students to create a program with branching and iteration to show how Artificial Intelligence assesses and categorises a user’s online comments.

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

2 hours

Enables students to:

explain what repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to make a choice
create a program following an algorithm that includes branching and iteration.

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Years 5–6 Microsoft Makecode arcade

Choose arcade games to explore and remix. Follow a tutorial to get started.

Requires

register for free use of this resource to save students versions of their games
internet access
computers, laptops or tablets

Suggested time

4–6 hours

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to make a choice
create a program that includes branching and iteration.

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Introducing variables

What is it about?

Variables allow students to store and manipulate data within a computer program such as in a Scratch project. A variable can be used to represent different types of information, such as numbers or text, and store these values that change during program execution. They can update variables based on user input, events or calculations, which can affect the behaviour and appearance of sprites (on screen characters or objects).

Content descriptions

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

identify variables in a program
explain what a variable is and how it is used in programming
use variables in a program
incorporate variables into a program that uses a repeat command and includes decisions that enable the user to choose different paths.

Resources to include

Resources to introduce

Years 5–6 coding@home TV – Primary 3 – Beginning to code in Scratch

Use this video to cover ‘user input and variables’, and turn a flowchart into a digital solution.

Requires

internet access
computers, laptops or tablets, or an interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

describe and explain how a variable is used in programming.

coding@home TV – Primary 3 – Beginning to code in ScratchImage

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Years 5–6 Race up if mountain!

This unplugged activity is designed to teach decision-making in programming, as well as starting to teach students about variables.

Requires

six-sided dice, glue, scissors, coloured pencils, bottle caps as game pieces

Suggested time

1 hour

Enables students to:

describe and explain how a variable is used in programming.

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Years 5–6 Introduction to variables in Scratch – Barclays Code Playground

In this lesson students learn about variables using a heads or tails coin toss.

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

Introduction to variables in Scratch – Barclays Code PlaygroundImage

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Resources to develop and consolidate learning

Years 5–6 Unit 4 activity: Score

Use this worksheet with sample Scratch program to introduce variables.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

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Years 5–6 Lesson 8: Guess the number

This tutorial demonstrates how to create a program that uses branching, iteration and variables in a visual program. (Refer to Scratch examples.)

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

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Years 5–6 Getting started with Scratch: Variables

This tutorial explains how to create a variable and provides relevant examples for students to explore.

Requires

free course, no registration required
internet access

Suggested time

2 hours

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

Getting started with Scratch: VariablesImage

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Years 5–6 Creative computing curriculum

Select relevant units for students to work through to develop their programming skills.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

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Resources to apply and extend learning

Years 5–6 Designing a mini-game with variables

In this learning sequence, students are guided to design a mini-game for a target audience. They use a template to plan and record their ideas for a three-level game considering the main characters, theme and goal for each level. Students program their game using Scratch or a similar visual programming platform. Sample Scratch programs are provided for students to remix.

Requires

internet access
computers, laptops or tablets
register for free use of Scratch 3.0

Suggested time

3–4 hours

Enables students to:

design a three-level game that has a clear purpose and is designed for a particular audience
use branching and iteration to control the flow of their program
use a range of variables for keeping score, keeping track of lives or the use of a timer.

Designing a mini-game with variablesImage

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Years 5–6 Getting started with Scratch: Debug

This short tutorial provides useful tips on debugging as students program in Scratch.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe and explain how an algorithm is implemented as a program
describe ways to debug their program and explain the parts of their program.

Getting started with Scratch: DebugImage

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Years 5–6 DT challenge Year 5/6 Blockly – Chatbot

Write code using data types to create word games and develop a Pirate Chatbot. Requires free log in.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

3 hours

Enables students to:

describe and explain how a variable is used in programming
create a program that includes a variable.

DT Challenge - 5/6 Blockly - ChatbotImage

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Years 5–6 Check out the checkout

This sequence of lessons explores how to incorporate user input, decision-making, loops and variables in programming using the context of a shopping experience, particularly the checkout.

Requires

computers. laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

3 hours

Enables students to:

describe and explain how a variable is used in programming
create a program that includes a variable, branching and iteration.

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Years 5–6 Fraudulent reviews

In this course, students use language analysis to unravel the mysteries of suspicious reviews and begin to distinguish between genuine and fake reviews.

Requires

computers. laptops or tablets
free registration to Grok Learning to use Blockly

Suggested time

3 hours

Enables students to:

describe and explain how a variable is used in programming
create a program that includes a variable, branching and iteration.

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Designing a digital solution

Overview

This unit explores the user-centred design process through three different pathways that incorporate visual programming. Familiarise students with the design process and use of user stories to identify user needs. Next, choose one pathway that suits your students’ needs, school context and available resources.

Achievement standards

By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria.

Pathways 2 and 3 also include:

Students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Investigating and defining AC9TDI6P01

Generating and designing AC9TDI6P03, AC9TDI6P04

For pathway 2 and 3:

Evaluating AC9TDI6P06

Producing and implementing AC9TDI6P05

Generating and designing AC9TDI6P02

Related content and General Capabilities

Science: Physical sciences AC9S6U03

The Arts: Music: Creating and making; Dance: Creating and making

Critical and Creative Thinking

Cross curriculum priority: Sustainability

This topic enables students to

follow the design process (empathise, define, ideate, prototype and test)
generate a design to solve an identified problem based on user needs and design criteria
test and evaluate the solution against user needs and design criteria.

For pathway 2 and 3

design a project that uses inputs and outputs in a 3D immersive environment or on a controllable virtual or physical device
create computer programs that involve sequencing, branching, iteration and variables.

Supplementary information

Each pathway has a slightly different focus.

The main focus of the pathway ‘Design for all using Makey Makey’ is to enable students to develop and modify digital solutions, define problems and evaluate solutions using user stories and design criteria. It draws on basic programming knowledge but is not intended to fully meet the implementation aspects of the achievement standards for this level.

The pathway ‘Design a community space in 3D’ focuses on immersive 3D environments and enables students to develop and modify digital solutions, define problems and evaluate solutions using user stories and design criteria. It includes programming and can provide evidence towards the achievement standards related to implementation for this level.

The pathway ‘Design an automated solution’ enables students to develop and modify digital solutions, define problems and evaluate solutions using user stories and design criteria. It also requires students to draw on and develop relevant programming skills and processes that relate to the ‘Producing and implementing’ aspects of the achievement standards for this level.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 5-6

By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria.

Pathways 2 and 3 also include:

Students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Rubrics

Select the relevant rubric depending on the selected pathway for this topic.

Designing a solution incorporating Makey Makey

This rubric provides benchmarks for assessing different levels of:

knowledge of Makey Makey board components connected as a circuit and identifies conductible/non-conductible materials (Science)
defining problems, developing user stories and identifying design criteria
evaluating solutions using user stories and design criteria.

Design a community space in 3D

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

defining problems and evaluating solutions
using control structures, variables and user input in programming tasks. It emphasises the progression from basic sequences to more advanced programs with complex branching, iteration and the use of variables.

Design an automated solution

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

defining problems and evaluating solutions
using control structures, variables and user input in programming tasks. It emphasises the progression from basic sequences to more advanced programs with complex branching, iteration and the use of variables.

Rubric: Designing a solution incorporating Makey Makey

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of Makey Makey board and interface Science (Explains a circuit and conductible/ non-conductible materials.)	identifies and describes the following parts: Scratch program or online interface, Makey Makey board, USB cord, Alligator clips, conductible/non-conductible materials	assembles the parts in the correct manner to achieve a working circuit using at least one conductive material	assembles the parts in the correct manner to achieve a working circuit and links desired on-screen events that are triggered on receiving the keystroke	assembles the parts in the correct manner to achieve a working circuit, identifying conductible/non-conductible materials. Explains how the circuit works and demonstrates the key strokes to control the desired event
Generate designs incorporating a Makey Makey board and interface/Scratch program Define problems and develop user stories and identify design criteria.	has not defined the problem or identified user needs in their design	defines the problem, identifies the user needs and how their design meets those needs	defines the problem, identifies user needs, develops a user story showing the goal to be accomplished and the reason for the goal	clearly defines the problem and identifies user needs, develops a user story showing the goal to be accomplished and the reason for the goal. The design clearly shows how the user experience is improved and meets the user needs and design criteria
Create and evaluate digital solution Evaluate solutions using user stories and design criteria.	uses an existing program and connects a Makey Makey board to create a working solution	uses an existing program and connects a Makey Makey board to create a working solution based on user needs	follows their design, which incorporates the user story, tests their solution to ensure it meets the user needs and makes changes as required. Uses an existing program such as a Scratch program	follows their design, which incorporates the user story, tests their solution to ensure it meets the user needs and makes changes as required. Explains how the solution meets the user need and justifies the design choices. Modifies or creates their own interface such as a Scratch program

Rubric: Design a community space in 3D

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Design and create a community space in Minecraft	describes some basic elements of a community space	describes elements of a community space and their purpose and organisation within the Minecraft environment	describes and creates a thoughtful community space design that is functional and visually appealing, considers the needs and preferences of potential users	describes and creates a thoughtful community space design that is functional and visually appealing, considers the needs and preferences of potential users. Explains reasons such as usability and aesthetics
Produce and implement visual programs (in Minecraft)	with guidance, creates a program with basic sequential commands, such as moving or placing blocks in a logical order	creates a program with sequential commands, uses conditional statements to control the flow of the program and adapts to various in-game situations or employs loops to repeat actions	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps)	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps). Includes variables to store and manipulate data, enhancing the program's functionality

Rubric: Design an automated solution

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Design and create a digital solution using micro:bit	with guidance, proposes a solution to a problem, but lacks clarity or practicality	designs a solution that addresses the problem, showing some consideration for user needs	designs a thoughtful and practical solution that effectively addresses the problem and considers user needs	designs a thoughtful and practical solution that effectively addresses the problem and considers user needs. Explains design criteria for key functions in terms of the user
Produce and implement visual programs (micro:bit)	with guidance, creates a program with basic sequential commands	creates a program with sequential commands and uses conditional statements to control the flow of the program or employs loops to repeat actions	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps)	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps). Includes variables to store and manipulate data, enhancing the program's functionality

Unit sequence

This topic offers 3 pathways

Core Unit

User-focused design process

What is this about?

Students are introduced to the design process (empathise, define, ideate, prototype and test). This process begins with empathising with the users and identifying their needs. It involves creating user stories to inform design considerations. In the define phase, the problem or challenge is defined, identifying goals and any constraints that need to be address in the design. In the ideate phase, various solutions are generated through brainstorming. Next a prototype is developed which can be paper-based or simple digital mock ups. The test phase involves getting feedback from the user to gain insights on usability and effectiveness in meeting the design criteria.

Once students have developed familiarity and confidence with the design process and the use of user stories, they can be presented with a specific problem or challenge that requires designing a digital solution. These are presented as options in the three pathways for this unit.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

This sequence enables students to:

define the problem and identify user needs
develop a user story showing the goal to be accomplished and the reason for the goal
generate a design to solve an identified problem based on user needs and design criteria
test and evaluate the solution against user needs and design criteria.

Supplementary information

The emphasis on empathising with users and understanding their needs is an important phase in designing solutions that really address users’ requirements. Creating user stories is an effective way to capture and communicate user needs, and it helps designers keep the users' perspectives at the forefront throughout the design process.

Resources to include

Resources to introduce

Years 5–6 Human-centered design sits at the intersection of empathy and creativity

View the video (duration 1:55 min) to introduce design process.

Requires

internet access
computer and interactive whiteboard to view as a class

Suggested time

2 minutes

Enables students to:

describe steps of design to suit user needs and importance of empathising
explain the importance of identifying the needs of a user.

Human-centered design sits at the intersection of empathy and creativityImage

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Years 5–6 coding@home TV – Finding a target audience

View the video (duration 23:36 min) to introduce understanding the user needs in the design process, using the example of a chat bot.

Requires

internet access
computer and interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

describe steps of design to suit user needs and importance of empathising
explain the importance of identifying the needs of a user.

coding@home TV – Finding a target audienceImage

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Years 5–6 Design thinking process – Empathising

In this lesson students explore the design thinking process of empathising to understand more about the users and the problem they are trying to solve.

Requires

sticky notes

Suggested time

1 hour

Enables students to:

describe steps of design to suit user needs and importance of empathising
identify the needs of a user.

Design Thinking Process - EmpathisingImage

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Years 5–6 Redesign the school lunch experience

Use this unplugged activity to help your students focus on user needs and follow the design process. (You could substitute a different focus instead of school lunches).

Requires

printed worksheets (provided by resource)

Suggested time

2 hours

Enables students to:

identify the needs of a user
define the problem
generate possible solutions
create a prototype and gain feedback on design.

Redesign the school lunch experienceImage

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Resources to develop and consolidate learning

Years 5–6 User stories and design criteria: Fair use of the school basketball court

Use this slidedeck to support and guide students to develop a user story and design criteria as part of the ideation phase of design process.

Requires

slides (PowerPoint)

Suggested time

1 hour

Enables students to:

identify needs of a user
create a user story
explain how a user story is used in the design process
develop design criteria based on a user's needs and goals.

User stories and design criteria: Fair use of the school basketball courtImage

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Years 5–6 User story

Use this slidedeck to support and guide students to develop a user story as part of the ideation phase of design process.

Requires

slides (PowerPoint)

Suggested time

1 hour

Enables students to:

identify needs of a user
create a user story
explain how a user story is used in the design process.

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Years 5–6 DT applied: Design thinking

This module introduces students to Design Thinking, a set of techniques and processes for solving problems.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

5 hours

Enables students to:

identify needs of a user
define the problem
generate possible solutions
create a prototype and gain feedback on design.

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Years 5–6 DT applied: Design Thinking: Student resources

A comprehensive resource with printable handouts for students to engage in the design process.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

3 hours

Enables students to:

identify needs of a user
define the problem
generate possible solutions
create a prototype and gain feedback on design.

DT applied: Design Thinking: Student resourcesImage

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Design for all using Makey Makey

What is this about?

Students design a digital solution that solves a problem for a user with an identified need. As students design a digital solution, they can apply their understanding of how data is input and output by digital systems. Students empathise with the target audience, going through a process of ideation and then design. Creating enables students to test whether their design works as expected. Makey Makey is a simple circuit board that enables students to turn any conductible surface into an input device for their computer. Students can incorporate the Makey Makey board into their design.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

This sequence enables students to:

define the problem and identify user needs
develop a user story, showing the goal to be accomplished and the reason for the goal
generate a design to solve an identified problem based on user needs and design criteria
test and evaluate the solution against user needs and design criteria.

Supplementary information

Input devices allow us to enter raw data into a computer. A digital system, such as a tablet or desktop computer, processes the data. It then produces outputs that are communicated using an output device. Input devices can be manual or automatic. Data such as text, images, sound and numbers are input into a digital system using a range of digital devices. The output is communicated using different components; for example, a speaker for sound. To enable data input, specific software may be required; for example, to gain audio and video input from a webcam, the digital system requires suitable software. This software is also used to output the webcam data to a screen. Users of digital systems need to have the ability to enter data into computers. Various peripheral devices have been created to fulfil this need and this process of invention continues.

The Makey Makey board will plug directly into the computer’s USB peripheral port and essentially behave like an input device. When specific keys are pressed the Makey Makey board can mimic those keystrokes. Students can explore and use different materials to test ways to provide an input that has a functional benefit for their user. For example, users with limited fine-motor control may benefit from a design that has larger, easier controls to use keyboard strokes – such as up, down, left and right arrows – to interact with a game. Makey Makey is an invention kit available for purchase that allows you to interact with a computer, using everyday objects as a replacement for inputs such as a keyboard or computer mouse. Activating a key means creating a closed circuit. For the circuit to work, electrons have to be able to flow from the Makey Makey input key to Makey Makey’s ground pin. So materials chosen as the input must conduct some level of electrical energy. This includes aluminium foil, a banana and even a circuit drawn in grey lead pencil.

Resources to include

Resources to introduce

Years 5–6 What are inputs and outputs?

Revise inputs and outputs, and introduce and demonstrate Makey Makey as another form of input that can replace keyboard strokes.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

30 minutes

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
describe the ways to use the Makey Makey board to replace the keyboard strokes to trigger an event.

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Years 5–6 Ultimate stomping pad

Use this lesson to design a dance incorporating a stomping mat.

Requires

iInternet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

2 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

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Years 5–6 Makey Makey orchestra

In this learning sequence students explore an orchestra and use Makey Makey to make a musical instrument for an ensemble.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

1 hour

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

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Resources to develop and consolidate learning

Years 5–6 Design thinking, game controllers, and adaptive technology – Michael Bycraft

Explore designs using Makey Makey to create assistive technology for others.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

Design thinking, game controllers, and adaptive technology – Michael BycraftImage

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Years 5–6 Prototype game controller soccer app

Explore designs using Makey Makey to create game controllers for others.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

Prototype game controller soccer app Image

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Years 5–6 New Makey Makey plug and play interactive poster app

This lesson introduces students to designing an interactive poster combining Scratch and Makey Makey.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials
scratch V3 programming environment

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

New Makey Makey plug and play interactive poster app Image

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Years 5–6 Makey Makey projects for Year 3 to 6 students

These lesson ideas demonstrate how to combine Makey Makey and Scratch to create all sorts of interesting solutions with students, as well as teach the basics of circuitry, conductive materials and algorithms.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials
scratch V3 programming environment

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

Makey Makey projects for Year 3 to 6 students Image

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Resources to extend and integrate learning

Years 5–6 Makey Makey braille calculator by Tracy Zhang

Use this lesson as inspiration to create a calculator for a person with no or low vision.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials
scratch V3 programming environment

Suggested time

5 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations), branching and variables.

Makey Makey braille calculator by Tracy ZhangImage

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Years 5–6 Investigating conductivity with Makey Makey boards

In this sequence of lessons students explore how electrical energy can be transferred and transformed in electrical circuits, using Makey Makey boards as the basis for experimentation and recoding of data.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

1 hour

Enables students to:

describe digital systems as having inputs and outputs
classify materials as conductive or non-conductive
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event.

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Professional learning

Design a community space in 3D

What is it about?

Designing, building and exploring virtual worlds that resemble the real world allows students to apply coding skills in a practical context. They can build structures, automate tasks and create contraptions drawing on, and developing, programming skills. Minecraft enables students to engage in an immersive virtual 3D environment and allows them to see the immediate results of their code. They can quickly iterate, test different approaches, and observe how changes affect their virtual world. This feedback loop promotes a hands-on learning experience and helps students grasp coding concepts. Using the context of designing a community space (which can incorporate green city or green building design), students define the problem, identifying user needs. They create user stories based on user needs. They create and test their digital solution against the user stories and design criteria.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

define the problem and identify user needs
develop a user story showing the goal to be accomplished and the reason for the goal
generate a design to solve an identified problem based on user needs and design criteria
design algorithms involving multiple alternatives (branching) and iteration
create computer programs that involve sequencing, branching, iteration and variables
test and evaluate the solution against user needs and design criteria.

Scope and sequence (F–10)

Learning programs to support implementation

Select a topic across a two year cycle

Cycle one (Year 5)

Cycle two (Year 6)

Cycle one (Year 5)

Cycle two (Year 6)

Representing data in digital systems

Overview

Achievement standards

Australian Curriculum

This topic enables students to

Assessment View assessment advice

Achievement standards

Assessment tasks

Rubrics

Rubric: Data representation using binary numbers and whole numbers

Rubric: Data types and operations

Unit sequence

This topic offers 3 sequential units

Unit 1

Data representation using binary

Unit 2

Creativity with automated pixel art

Unit 3

Data types and operations

Data representation using binary

What is this about?

Content description

Resources to include

Resources to introduce

Binary representation activity

Colour by numbers – CS Unplugged

Binary Acknowledgement of Country

Squeezing pictures into less space

Years 5–6 Binary representation activity

Years 5–6 Colour by numbers – CS Unplugged

Years 5–6 Binary Acknowledgement of Country

Years 5–6 Squeezing pictures into less space

Resources to develop and consolidate learning

Pixel art to binary – 1 bit

Black and white pixelation tutorial

Representing images using binary: totems

Years 5–6 Pixel art to binary – 1 bit

Years 5–6 Black and white pixelation tutorial

Years 5–6 Representing images using binary: totems

Resources to extend and integrate learning

Hour of code: Virtual pet

Flashing emotions

Home automation programming

Years 5–6 Hour of code: Virtual pet

Years 5–6 Flashing emotions

Years 5–6 Home automation programming

Creativity with automated pixel art

What is this about?

Content descriptions

Resources to include

Resources to introduce

Pixel art series

Years 5–6 Pixel art series

Resources to develop and consolidate learning

Artist binary

Make art with Google sheet

Years 5–6 Artist binary

Years 5–6 Make art with Google sheet

Resources to apply and extend learning

AI and image recognition

Computers, art and pixels

Years 5–6 AI and image recognition

Years 5–6 Computers, art and pixels

Data types and operations

What is it about?

Content description

Resources to include

Resources to introduce

CS in algebra: data types

Unplugged: strings and numbers

Years 5–6 CS in algebra: data types

Years 5–6 Unplugged: strings and numbers

Resources to develop and consolidate learning