Scope and Sequence Years 7

Home Plan and prepare Scope and sequence (F–10) Years 7–8

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 7)

JAN DEC

Cycle two (Year 8)

The cycle might look something like this

Cycle one (Year 7)


Jan					Jun						Dec

Cycle two (Year 8)


Jan					Jun						Dec

Binary numbers

Overview

This unit introduces students to the binary system of ones and zeros used by digital technology to store and process numbers. They also learn how text, images and sound can be stored this way.

Achievement standards

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

Content descriptions

Data representation AC9TDI8K03, AC9TDI8K04

Related content and General Capabilities

Mathematics: Number AC9M7N02

Digital Literacy: Managing and operating

Critical and Creative Thinking

This topic enables students to

convert whole numbers between decimal and binary
demonstrate how text, colour, images and sound are stored in binary form
discuss why digital technology uses binary to process and store data.

Supplementary information

The four sequences in this unit are designed to be covered in order.

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 7-8

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

Assessment tasks

Use this work sample Binary explainer video that shows a student's response to the task: Create a video to explain binary for text, image and sound to a peer.

Use this work sample Designing and implementing a podcast for students to create a podcast where an interviewer and interviewee discuss counting in binary without visual aids.

Rubrics

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

Representing integers with binary

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

counting up using binary bits (ones and zeros)
converting positive, whole numbers between decimal (base-10) and binary (base-2) form
describing why digital technology uses binary to store and process numbers.

Representing data with integers

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

converting text into number codes using ASCII
identifying RGB numbers for pixel colours in an image
describing how sounds are sampled to produce a sequence of numbers.

Rubric: Representing integers with binary

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Counting up using binary bits (ones and zeros)	demonstrates understanding of binary one and zero representing their equivalents one and zero in decimal	performs counting from zero up to at least 7 using binary bits	performs counting from zero up to at least 7 using binary bits; shows understanding of the increasing number of bits required to reach larger numbers	performs counting from zero up to at least 15 using binary bits; shows understanding of the increasing number of bits required to reach larger numbers
Converting positive, whole numbers between decimal (base-10) and binary (base-2) form	demonstrates limited understanding of how to convert numbers between decimal and binary form	using appropriate tools, consistently converts whole numbers between zero and 31 to binary form	using appropriate tools, consistently converts whole numbers between zero and 31 to binary form; demonstrates understanding of place value in base-2 digits	using appropriate tools, consistently converts whole numbers between zero and 127 to binary form; demonstrates understanding of place value in base-2 digits
Describing why digital technology uses binary to store and process numbers	demonstrates limited understanding of why digital technology uses binary to store and process numbers	demonstrates basic awareness that digital technology relies on off-on states for the storage and/or processing of data	employs vague or abstract references to digital hardware to describe why it uses binary to store and process numbers	employs clear references to digital hardware to describe why it uses binary to store and process numbers

Rubric: Representing data with integers

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Converting text into number codes using ASCII	demonstrates limited understanding of numerical ASCII codes representing text characters	makes mostly correct conversions of text characters into numerical ASCII codes or their binary forms	makes mostly correct conversions of text characters into numerical ASCII codes and their binary forms	consistently makes correct conversions of text characters into numerical ASCII codes and their binary forms
Identifying RGB numbers for pixel colours in an image	demonstrates limited understanding of how colours are represented digitally	identifies correct red, green and blue numbers for RGB colours most of the time	identifies correct red, green and blue numbers for RGB colours most of the time; demonstrates understanding of how number of bits affects available number of colours	consistently identifies correct red, green and blue numbers for RGB colours; demonstrates understanding of how number of bits affects available number of colours
Describing how sounds are sampled to produce a sequence of numbers	demonstrates limited understanding of how sounds are sampled to produce a sequence of numbers	describes in basic terms the mapping of sound waveforms	describes in basic terms the mapping of sound waveforms; demonstrates understanding of how the number of bits affects accuracy of digital sound	uses appropriate vocabulary to describe the mapping of sound waveforms; demonstrates understanding of how bit rate and sample rate affect accuracy of digital sound

Unit sequence

This topic offers 4 sequential units

Unit 1

Numbers to binary

Students learn to convert whole numbers into binary.

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Unit 2

Text to binary

Students learn to use the ASCII system for encoding and explore the Unicode system.

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Unit 3

Images to binary

Students learn about raster images and vector images are stored in computers.

Learn More

Unit 4

Sound to binary

Students learn about how digital audio is stored and represented in computers.

Learn More

Numbers to binary

What is this about?

The nature of digital systems means that they store and process numbers in binary form, as sequences of zeros and ones. Students can learn to convert whole numbers into binary via multiple paths: by recognising patterns when counting in binary, by creating a conversion table, by understanding binary as a base-2 number system, and by using digital tools to convert numbers back and forth.

Content description

Explain how and why digital systems represent integers in binary AC9TDI8K04

This sequence enables students to:

count in binary
convert whole numbers between decimal form and binary form
discuss how the number of binary digits limits the size of values stored
understand why digital systems store and process numbers in binary.

Resources to include

Resources to introduce

Years 7–8 How binary digits work?

Create bracelets using the binary of letters in your name.

Requires

beads and string material

Suggested time

2 hours

Enables students to:

practice counting in a binary (base-2) system.

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Years 7–8 Why Do Computers Use 1s and 0s?

Watch this video to introduce why computers use binary.

Requires

internet access
computers, laptops or tablets to view video

Suggested time

7 mins

Enables students to:

explore why digital technology uses binary to store and process data.

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Resources to develop and consolidate learning

Years 7–8 Introduction to binary

Use this lesson to reinforce and practise counting in binary.

Requires

printed sheets (documents provided)

Suggested time

1 hour

Enables students to:

practise counting in a binary (base-2) system.

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Years 7–8 The binary game

Play an online game to practise converting between decimal and binary.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

practise converting between decimal and binary numbers.

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Years 7–8 Binary memory game

Play an unplugged memory game to practise converting between decimal and binary.

Requires

printed sheets (documents provided)

Suggested time

30 minutes

Enables students to:

practise converting between decimal and binary numbers.

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Years 7–8 Creating my own spreadsheet

Create a spreadsheet to convert decimal numbers to binary in this lesson.

Requires

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

Suggested time

1 hour

Enables students to:

automate the conversion of binary to decimal numbers.

Creating my own spreadsheet to convert binary to decimalImage

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Resources to extend and integrate learning

Years 7–8 Representing numbers and letters with binary

Watch this video to extend into concepts such as floating point and digital storage.

Suggested time

11 minutes

Enables students to:

explore concepts of binary storage in more depth, including the floating-point system used to store non-integers.

Representing numbers and letters with binaryImage

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Years 7–8 Data representation – binary module

Work through this online module to combine Python programming with binary concepts. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with binary numbers.

Data representation – binary moduleImage

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Years 7–8 Hexadecimal

Use this bite-sized lesson to extend into hexadecimal, a base-16 system with a close connection to binary.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

convert numbers between binary, decimal and hexadecimal
explore why hexadecimal is useful when working with binary.

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Text to binary

What is this about?

Since numbers are readily converted into binary form for computers to store and process, getting text into binary is achieved by expressing letters and other characters with numerical codes. Students can learn to use the ASCII system for encoding Latin letters and other characters this way, as well as exploring the much larger Unicode system.

Content description

Investigate how digital systems represent text, image and audio data using integers AC9TDI8K03

This sequence enables students to:

express letters and other characters as numerical codes
learn and apply ASCII codes
explore the Unicode system
make the connection from letters and characters to numbers, through to binary.

Resources to include

Resources to introduce

Years 7–8 Binary bracelets

Create bracelets using the binary of letters in your name.

Requires

beads and string material

Suggested time

2 hours

Enables students to:

encode the letters of their names in binary using ASCII codes.

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Years 7–8 ASCII table

View the complete ASCII table with binary and decimal codes.

Requires

internet access
computers, laptops or tablets

Enables students to:

explore why digital technology uses binary to store and process data.

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Resources to develop and consolidate learning

Years 7–8 ASCII and binary representation

Use this lesson to learn and practise converting text to binary with ASCII codes.

Requires

printed sheets (documents provided)

Suggested time

1 hours

Enables students to:

learn and practise writing text in binary using ASCII codes.

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Years 7–8 ASCII quiz

Practise ASCII numerical codes with this simple online quiz game.

Requires

internet access
computers, laptops or tablets
ASCII table

Suggested time

30 minutes

Enables students to:

practise the numerical ASCII codes for letters.

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Years 7–8 Understanding ASCII and Unicode

Watch this video for an introduction to the why and how of the Unicode system.

Suggested time

6 minutes

Enables students to:

explore the Unicode system, which allows for far more characters and symbols than ASCII.

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Years 7–8 Characters

Use this bite-sized lesson to recap and practise ASCII.

Requires

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

Suggested time

30 minutes

Enables students to:

revise how to use ASCII codes to represent text characters as binary numbers.

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Resources to extend and integrate learning

Years 7–8 Binary and data

Watch this video to cover binary and text and jump forward into how to store images and sound.

Suggested time

6 minutes

Enables students to:

get an overview of how text, images and sound are stored in binary.

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Years 7–8 Data representation: text module

Work through this online module to combine Python programming with Unicode. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with Unicode.

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Images to binary

What is this about?

Since numbers are readily converted into binary form for computers to store and process, getting images into binary is achieved by representing them as sequences of numbers. Students can learn how each pixel in a raster image (like a photo) contains the numbers for its colour, while vector images (like clip art) are stored and drawn as geometrical paths.

Content description

Investigate how digital systems represent text, image and audio data using integers AC9TDI8K03

This sequence enables students to:

understand and use the RGB system to represent any colour
explain how raster images work
explore how vector images work
make the connection from images to numbers through to binary.

Resources to include

Resources to introduce

Years 7–8 Images, pixels and RGB

Watch this video to introduce key concepts about image representation.

Suggested time

6 minutes

Enables students to:

understand how any colour can be expressed by three numbers, for red, for green and for blue
explore how raster images are a pixel mapping of a picture.

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Years 7–8 Pixspy

Use this online tool to quickly and simply examine the pixels in any image. Without internet access, students can examine RGB colours using the eyedropper tool in many applications.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

inspect any pixel of an image to see the red, green and blue number components for its colour.

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Resources to develop and consolidate learning

Years 7–8 Representing images in digital systems

Students learn about the RGB colour model and how digital systems use integers to represent images.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

test colours by adjusting red, green and blue values
explore how increasing the number of binary digits allows for more colours
revise knowledge.

Representing images in digital systemsImage

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Years 7–8 Images and colours

Use the interactives in this online textbook segment to explore the binary bits used in raster images.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

make the connection between red, green and blue numbers and binary.

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Years 7–8 Pixelation

Work through this interactive tutorial to build raster images binary bit by binary bit.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

build raster images at the binary level
explore how increasing the number of binary digits allows for more colours.

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Years 7–8 Understanding bitmap pictures

Use this interactive blog post to learn and practise raster image concepts.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

test colours by adjusting red, green and blue values
explore how increasing the number of binary digits allows for more colours
revise knowledge.

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Years 7–8 What are vector and raster graphics?

Watch this video to discover the difference between vector and raster graphics.

Suggested time

2 minutes

Enables students to:

explore how vector and raster are very different ways of storing art, though both use sequences of numbers.

What are vector and raster graphics?Image

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Resources to extend and integrate learning

Years 7–8 The maths behind RGB images

In this lesson, students explore the colour model RGB and apply mathematical understandings to convert decimal numbers to binary.

Requires

internet access
computers, laptops or tablets
access to digital tools Pixel viewer and RGB colour mixer

Suggested time

1 hour

Enables students to:

describe how digital systems represent integers in binary
use mathematical operations of multiplication and division to convert a decimal number to binary.

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Years 7–8 Data representation: images module

Work through this online module to combine Python programming with raster image concepts. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with raster images.

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Years 7–8 Colours tutorial

Use this tutorial to combine RGB colour concepts with webpage coding.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn about and practise using RGB colour codes in webpage HTML and CSS.

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Years 7–8 Vector-based graphics

Use this tutorial to learn about the SVG format for vector graphics.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn about and practise writing code for vector graphics.

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Sound to binary

What is this about?

Since numbers are readily converted into binary form for computers to store and process, getting sounds into binary is achieved by sampling their volume waveforms across time. Students can learn how this mapping is done, even visualising the sound waveform itself.

Content description

Investigate how digital systems represent text, image and audio data using integers AC9TDI8K03

This sequence enables students to:

explore how sound is able to be mapped as a series of numbers
practise using a digital audio editor to visualise waveforms
make the connection from audio to numbers through to binary.

Resources to include

Resources to introduce

Binary and data
Find out more

Years 7–8 Binary and data

The latter part of this video introduces at a basic level how audio is mapped.

Suggested time

6 minutes

Enables students to:

learn a basic concept for how audio is mapped and stored as a sequence of numbers.

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Resources to develop and consolidate learning

Representing audio in digital systems
Find out more

Years 7–8 Representing audio in digital systems

Use this lesson to investigate how a sound wave is sampled using popular audio software.

Requires

computers or laptops
installation of Audacity (free application)

Suggested time

1 hour

Enables students to:

use software to record audio and visualise its digital samples
describe the effect of sample rate and bit rate on the accuracy of the sampled audio.

Representing audio in digital systemsImage

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Resources to extend and integrate learning

Years 7–8 Digital compression

Watch this video for a basic introduction to how digital text, images and audio are compressed to save bits

Suggested time

3 minutes

Enables students to:

get an overview of how text, images and sound are stored in binary

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Years 7–8 Sound output

Use these micro:bit tutorials as a starting point for exploring the generation of sound with this device.

Requires

internet access
computers, laptops or tablets
micro:bit devices

Suggested time

2 hours

Enables students to:

produce sound from an electronic device
use visual or general-purpose programming to code different pitches.

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Years 7–8 Data representation: audio module

Work through this online module to combine Python programming with sound concepts. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
Free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with audio.

Go to resource Close

Working with data

Overview

This unit focuses on the skills required to acquire, analyse and visualise data. Students can acquire data from sources ranging from paper and digital surveys to electronic sensors and online data repositories. Spreadsheets and single-table databases can be used for data analysis and visualisation. At each stage, the digital footprint of data solutions is considered.

Achievement standards

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Students manage their digital footprint.

Content descriptions

Acquiring, managing and analysing data AC9TDI8P01, AC9TDI8P02, AC9TDI8P03

Privacy and security AC9TDI8P14

Related content and General Capabilities

Mathematics: Statistics AC9M7ST03, AC9M8ST01, AC9M8ST04

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

Critical and Creative Thinking

This topic enables students to

acquire data from surveys, electronic sensors and data repositories
apply spreadsheet formulas and techniques to clean and analyse data
create charts to visualise data
explore how data is structured and queried in single-table databases
consider digital footprints, assess which data is essential to purpose and depersonalise data where appropriate.

Supplementary information

This unit focuses on building specific skills rather than framing the data work process within a user story or context. The ‘Collaborative data project’ unit is designed to incorporate skills from this unit into a purposeful design project.

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 7–8

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Students manage their digital footprint.

Assessment task

Use this checklist and star rating for each student to assess students' demonstrated knowledge and skills related to the solar installations data task outlined in the lesson sequence Solar energy installations.

Use the rubric to assess students' proficiency in:

acquiring, storing, and validating data from a range of sources using software
analysing and visualising data using a range of software
drawing conclusions and make predictions by identifying trends
demonstrated knowledge of databases
modelling and querying attributes using data.

Rubric: Acquiring, storing, validating, visualising, modelling and querying data

Criteria	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Acquire, store, and validate data from a range of sources using software	needs guidance to acquire and store data from sources and may not validate data effectively	shows basic skills to acquire and store data from sources; attempts to validate data with some success	demonstrates accessing relevant data sources, imports and clean data, store data in an organised way ensuring that the data is accurate, reliable, and ready for analysis	demonstrates ability to acquire, store, and validate data from diverse sources using appropriate software, demonstrating thorough validation techniques and error checking
Analyse and visualise data using a range of software	needs guidance to analyse and visualise data; demonstrates basic understanding of software tools for analysis and visualisation, however, requires support	demonstrates basic ability to analyse and visualise data; uses software tools for analysis and visualisation with some support	demonstrates analysis and visualisation of data using relevant software; demonstrates understanding of software tools and explains ways to analyse and visualise data effectively	use advanced analysis techniques to derive deep insights from the data and creates complex and interactive visualisations that effectively communicate insights from the data, using advanced features of the software to enhance visual representation
Draw conclusions and make predictions by identifying trends	needs guidance to draw conclusions and make predictions from data; requires support and prompting to identify trends	demonstrates a basic ability to draw conclusions and make predictions from data; identifies trends with some accuracy	draws well considered conclusions referring to relevant data, makes logical predictions from data and identifies trends accurately	draws well-considered conclusions based on relevant data and the question being addressed, makes logical predictions using advanced statistical techniques and identifies complex trends and patterns in the data.
Knowledge of databases	needs guidance to understand basic database concepts	understands basic database concepts, but may struggle with applying them in practice	demonstrates a solid understanding of database concepts and can apply them effectively	demonstrates an advanced understanding of database concepts, including complex topics
Modelling and querying attributes using data	needs guidance to query attributes of objects and events using structured data; requires support to use software tools effectively for modelling and querying	basic ability to model and query attributes of objects and events using structured data; uses software tools for modelling and querying with some success	demonstrates ability to model and query attributes of objects and events using structured data; uses software tools effectively for modelling and querying	creates complex and dynamic models of objects and events using structured data and uses advanced querying techniques to extract specific information from large and complex datasets

Unit sequence

This topic offers 3 sequential units

Unit 1

Acquiring data

Students practise different techniques for acquiring data, explore the forms in which this data comes, and consider privacy.

Learn More

Unit 2

Spreadsheets

Students will apply spreadsheet skills, such as filtering, formulas and chart creation.

Learn More

Unit 3

Databases

Students use databases that allow data to be structured in complex and organised ways.

Learn More

Acquiring data

What is this about?

Data can be collected from paper and digital surveys, from electronic sensors and from online data repositories. Students practise different techniques for acquiring data, explore the forms in which this data comes, and consider privacy by discussing the digital footprint of data solutions.

Content description

Acquire, store and validate data from a range of sources using software, including spreadsheets and databases AC9TDI8P01
Investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose AC9TDI8P14

This sequence enables students to:

collect data from surveys and electronic sensors
visit data repositories and examine the forms in which data can be acquired from them
consider data privacy, digital footprints and how to assess which data is essential to purpose.

Supplementary information

Some of the suggested ideas enable integration of the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

Resources to include

Resources to introduce

7–8 Acquiring and preparing data from online data repositories

In this lesson, students develop skills to acquire, store and validate data from online data repositories. They learn how to navigate popular data sources and download data for use in spreadsheets.

Requires

Internet access, computers, laptops or tablets
access to internet resources such as BOM

Suggested time

2 hours

Enables students to:

understand how to access online data repositories
set specific goals for data acquired
navigate data repositories and download data
identify common issues in downloaded data
clean and prepare data for analysis.

Acquiring and preparing data from online data repositoriesImage

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7–8 Data Analysis

Watch this video for an overview of the full data analysis process that includes data collection.

Suggested time

3 minutes

Enables students to:

see an example of the big picture process of asking questions, collecting cleaning/ filtering and visualising data, and generating information.

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7–8 Women in data science introduction

Watch this video for a peek at some of the work of real data scientists.

Suggested time

8 minutes

Enables students to:

gain exposure to the work of real-world data scientists.

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7–8 Lexi's Coffee Business

Use this unplugged lesson to explore how data is used by businesses, and tips for designing a survey.

Requires

printouts (included in the document)

Suggested time

1 hour

Enables students to:

conduct a survey for collecting data
perform basic data analysis.

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Resources to develop and consolidate learning

7–8 Exploration in data science course

Select units and sections from this (US-based) curriculum to introduce both principles and skills for data science. This is a considerably long, US-based sequence of learning intended for high school. Teachers may wish to carefully select relevant units and sections for Australian students in Years 7–8.

Requires

internet access
computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets)

Suggested time

12 hours

Enables students to:

explore a range of data science principles and skills including data collection, analysis, presentation and impact.

Exploration in data science course Image

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7–8 Kaggle: Datasets

Use this website to find datasets for many different topics.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

find and download datasets.

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7–8 Cyber security card game: know your risks

Play this card game to discuss what personal information should be shared.

Requires

printed cards (documents provided)

Suggested time

1 hour

Enables students to:

judge and discuss what kinds of personal data should or should not be shared.

Cyber security card game: know your risksImage

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7–8 What's your brand?

Use this lesson from the Office of the eSafety Commissioner to include data privacy as part of cyber safety.

Suggested time

1 hour

Enables students to:

explore strategies for controlling privacy of their own personal data, through the lens of ‘digital reputation’.

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Resources to extend and integrate learning

7–8 micro:bit Science experiments

Use this series of lessons to practise gathering data from the micro:bit electronic device. This lesson series is not intended as an introduction to coding the micro:bit. See the unit ‘Creating a digital solution’ for options to introduce this device.

Requires

internet access
computers, laptops or tablets
class set of micro:bits

Suggested time

6 hour

Enables students to:

use sensors on the micro:bit to gather data on temperature, soil moisture, gravity and more
gather the data to another device, including into spreadsheet format.

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7–8 CORGIS

Use this site to download datasets in forms that can be readily worked with in Python and other general-purpose programming languages.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

download dataset in the form of Python modules for smart use in Python programming projects
download datasets in JSON format for use in Python or JavaScript
download datasets in CSV format for use in spreadsheet software.

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7–8 generatedata.com

Use websites like this to generate test data for use in spreadsheets and databases.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

generate random test data when real-world data is not available
export this data into a spreadsheet or other forms.

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7–8 Australian Privacy Principles quick reference

Quickly look up any of the 13 Australian Privacy Principles, including with a poster.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

look up the principles that outline the responsibilities of organisations in Australia when it comes to collecting using and keeping data.

Australian Privacy Principles quick referenceImage

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Spreadsheets

What is this about?

Spreadsheets are a powerful tool with applications in everyday life as well as study and work. Beyond entering data in a table format, students will apply spreadsheet skills like filtering, formulas and chart creation.

Content descriptions

Analyse and visualise data using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends AC9TDI8P02

Model and query the attributes of objects and events using structured data AC9TDI8P03

Investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose AC9TDI8P14

This sequence enables students to:

clean a spreadsheet by filtering data that is unnecessary for purpose
depersonalise a spreadsheet by removing data that unnecessarily contributes to a digital footprint
apply spreadsheet formulas and other techniques to analyse data
create charts to visualise data.

Supplementary information

While Microsoft Excel is the most frequently mentioned spreadsheet tool in this unit, other popular software such as Google Sheets and Apple Numbers perform most of the same functions, such as formulas and charts. Consider which software suites are available to students in your school.

The Google Workplace Learning Center provides information about transitioning between Microsoft Excel and Google Sheets.

The Apple Learning Center provides learning materials and a user guide for working with Numbers on an iPad.

Resources to include

Resources to introduce

7–8 Information is beautiful

Explore a collection of interesting and engaging data visualisations.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

be inspired by unique and interesting data visualisations.

Go to resource Close

7–8 Google public data

Engage with dynamic data visualisations that display many layers of information.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

try out data visualisations that go beyond 2D charts and line graphs.

Go to resource Close

7–8 Solving real-life problems in Excel

Use this short video to demonstrate two basic, real-life examples of using formulas in a spreadsheet.

Suggested time

5 minutes

Enables students to:

gain a non-threatening introduction to the use of formulas in a spreadsheet.

Solving real-life problems in ExcelImage

Go to resource Close

Resources to develop and consolidate learning

7–8 Microsoft Excel activities

Use this series of activities and worksheets to introduce and build spreadsheet skills.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers).

Suggested time

5 hours

Enables students to:

learn core spreadsheet skills through activities and worksheets.

Go to resource Close

7–8 Excel Easy

Use this series of tutorials to introduce and build spreadsheet skills. View Excel popular topics to learn about different functions.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers).

Suggested time

1-2 hours

Enables students to:

learn core spreadsheet skills through activities and tutorials.

Go to resource Close

7–8 Weather forecast from the stratosphere

Use this single lesson to introduce creating a visualisation from a provided dataset in a spreadsheet

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

1 hour

Enables students to:

learn core spreadsheet skills needed for creating a chart
work with a real dataset.

Weather forecast from the stratosphereImage

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7–8 Data Analytics

Use this online course to introduce principles of working with data.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

gain exposure to the use of spreadsheets for solving problems
learn foundational principles of data analysis.

Go to resource Close

7–8 Data Visualisation: finding the mode

Use this simple game to demonstrate how the choice of visualisation can make it easier to see important information.

Requires

internet access
computers, laptops or tablets

Suggested time

15 minutes

Enables students to:

get examples of various main chart types
be inspired by interesting data visualisations.

Data Visualisation: finding the modeImage

Go to resource Close

7–8 Data Visualisation: tips and examples

Use this webpage to show examples of chart types as well as effective visualisations and infographics.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

get examples of various main chart types
be inspired by interesting data visualisations.

Data Visualisation: tips and examplesImage

Go to resource Close

7–8 Modelling data using spreadsheets

Use this online resource to help students to learn spreadsheet skills and analysing data.

Requires

computers, laptops or tablets
requires free registration

Suggested time

3-5 hours

Enables students to:

learn core spreadsheet skills through activities and worksheets.

Go to resource Close

Resources to extend and integrate learning

Solar energy installations
Find out more

7–8 Solar energy installations

Use this lesson to perform analysis on a dataset about solar energy installations. This lesson is not recommended for introducing spreadsheets.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

1 hour

Enables students to:

perform an investigation on a real dataset available online
apply spreadsheet skills to analyse data and create visualisations.

Go to resource Resource details Close

Databases

What is this about?

Databases allow data to be structured in more complex and organised ways than is possible in a flat spreadsheet. Grouping data as attributes within records is the first step in working with databases. Students also make queries to select only data that meets particular criteria, including with Structured Query Language (SQL).

Content description

Analyse and visualise data using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends AC9TDI8P02

Model and query the attributes of objects and events using structured data AC9TDI8P03

This sequence enables students to:

explore the record structure for data
make queries on a single-table database to select data that meets particular criteria.

Supplementary information

Only single-table databases are addressed in this unit for Years 7–8. This permits understanding of the object/record structure for data, but does not require a thorough demonstration of how relational databases allow more complex organisation of data (see Years 9–10).

Resources to include

Resources to introduce

7–8 Database tutorial for beginners

Watch the first 3 minutes of this video to learn why a database is often used instead of a spreadsheet. This video moves on to more complex topics after the first 3 minutes

Suggested time

6 minutes

Enables students to:

receive an introduction to how and why a database is structured differently to a spreadsheet.

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7–8 What is SQL?

Watch this short video for a basic intro into SQL, the standard language interacting with databases.

Suggested time

4 minutes

Enables students to:

get a brief introduction to what SQL is, and how it allows data to be requested from a database (as well as added, removed or updated).

Go to resource Close

Resources to develop and consolidate learning

7–8 Databases

Use this short Bitesize revision module with test to outline the basic terms and concepts for databases.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

define terms such as record, field, query, form and report
identify basic database concepts.

Go to resource Close

7–8 Databases unplugged

Select unplugged activities from this sequence to model database records and SQL queries.

Requires

variety of classroom stationary
occasional printouts (document included or linked)

Suggested time

4 hours

Enables students to:

describe SQL queries from a database.

Go to resource Close

7–8 Intro to SQL

Use this online course to learn and practise SQL in an auto-marked environment.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

3 hours

Enables students to:

learn SQL with an existing, online database
practice SQL queries in an auto marked environment.

Go to resource Close

7–8 The Bike Shop

Use this task to practise making SQL queries for a single-table database.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

write and test SQL queries for an existing single-table database.

Go to resource Close

7–8 How to use Microsoft Access

Follow this short but comprehensive video to create a simple database in Microsoft Access. This video also demonstrates table relationships (multiple tables) and cross-table queries, which do not need to be addressed in Years 7–8.

Requires

Computers or laptops
installation of Microsoft Access (part of Microsoft Office suites)

Suggested time

31 minutes

Enables students to:

create a database as a single file on their computer or laptop (no remote or local server required)
practice queries, forms and reports.

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7–8 OpenOffice Base

Use this free alternative to Microsoft Access for creating simple databases offline, without setting up servers. OpenOffice Base contains much of the same functionality as Microsoft Access, allowing students to create and manage a database as a single file on their computer or laptop

Requires

computers or laptops
installation of OpenOffice (free alternative to Microsoft Office)

Suggested time

30 minutes

Enables students to:

create a database as a single file on their computer or laptop (no remote or local server required)
practise queries, forms and reports.

Go to resource Close

Resources to extend and integrate learning

Computer Science Principles: Data
Find out more

7–8 Computer Science Principles: Data

Use this unit to work with database data using the AppLab environment, combining programming with data analysis.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

9 hours

Enables students to:

learn data science principles alongside programming skills at their own pace, with a teacher dashboard to monitor progress.

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General-purpose programming

Overview

This unit introduces skills and tools for designing and testing algorithms, building up to the use of nested control structures and functions. Students are also introduced to coding in a general-purpose programming language like Python or JavaScript.

Achievement standards

By the end of Year 8 students design and trace algorithms and implement them in a general-purpose programming language.

Content descriptions

Generating and designing AC9TDI8P05, AC9TDI8P06

Producing and implementing AC9TDI8P09

Related content and General capabilities

Mathematics: Space AC9M7SP04, AC9M8SP04

Digital Literacy: Creating and exchanging, Managing and operating

Critical and Creative Thinking

This topic enables students to

use flowcharts and pseudocode to follow and design algorithms
code and test programs in a general-purpose programming language such as Python or JavaScript
transition from visual programming (e.g. Scratch) to general-purpose programming, if appropriate.

Supplementary information

This unit focuses on building specific skills through concept introduction and exercises in pure code implementation without the use of robots or electronics (though these can also be valid contexts for introducing these skills). The unit ‘Creating a digital solution’ is designed to incorporate skills from this unit into a purposeful design project, with options to explicitly incorporate electronics such as the micro:bit.

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 7-8

By the end of Year 8 students design and trace algorithms and implement them in a general-purpose programming language.

Assessment tasks

Options with a coding platform

Consider whether your chosen coding platform offers additional challenges that you can use for assessment of coding skills, or a ‘playground’ environment for students to complete custom coding challenges you set.

Module/task approach

An entire coding project may be difficult to assess for specific skills. Consider posing specific, smaller tasks of different complexity levels and types. For example, an algorithm (flowchart and/or pseudocode) is provided for some, while others require students to design and/or trace the algorithm first. Some are half-completed code, while others have errors to spot and correct.

A coding rubric

Consider a rubric that allows each skill to be assessed. Try this as a starting point: Word, PDF.

Test question banks

Selected questions from the Secondary question banks may help test student understanding of concepts in algorithms, flowcharts and code implementation.

The Gauntlet of Riddles

An example assessment task for algorithms and implementation, including its own rubrics.

Assessment advice

Use these suggested areas of focus to assess student skills, processes and knowledge.

Interpreting, designing and testing algorithms

Assess levels of complexity and proficiency in:

interpreting and designing flowcharts and pseudocode
understanding nested control structures
tracing algorithms.

Code implementation

Assess levels of complexity and proficiency in:

coding algorithms that include nested control structures (iteration, branching), variables and input
writing and calling functions in code
coding for readability and internal documentation (comments)
formally testing code.

Unit sequence

This topic offers 2 pathways

Core Unit

Flowcharts and pseudocode

What is this about?

Students build and consolidate their knowledge and skills in the design of algorithms represented as flowcharts and as pseudocode. They follow and create algorithms that include nested control structures, and practise tracing to test and predict their algorithms.

Content description

Design algorithms involving nested control structures and represent them using flowcharts and pseudocode AC9TDI8P05

Trace algorithms to predict output for a given input and to identify errors AC9TDI8P06

This sequence enables students to:

follow and trace algorithms in the form of flowcharts
follow and trace algorithms in the form of pseudocode
design algorithms that include nested control structures (loops and branching).

Resources to include

Resources to introduce

Years 7–8 What's an algorithm?

Watch this video to introduce pseudocode.

Suggested time

5 minutes

Enables students to:

explore the concept of an algorithm
get a first glimpse of pseudocode.

Go to resource Close

7–8 Introduction to flowcharts

Watch this video and the next in its playlist to introduce flowcharts.

Suggested time

5 minutes

Enables students to:

learn the basic flowchart symbols
see worked examples of algorithms represented as flowcharts.

Go to resource Close

Resources to develop and consolidate learning

7–8 Successful pseudocoding

Use this lesson sequence to learn pseudocode conventions and perform tracing.

Requires

printed text (document provided)

Suggested time

6 hours

Enables students to:

practise writing pseudocode with exercises
practise tracing algorithms with exercises.

Go to resource Close

7–8 Algorithm terminology quiz

Practise interpreting pseudocode with this online quiz.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise following and interpreting pseudocode.

Go to resource Close

7–8 Trace tables tutorial

Watch this video for an introduction to using a trace table.

Suggested time

6 minutes

Enables students to:

observe a worked example of using a trace table to test a pseudocode algorithm.

Go to resource Close

7–8 Using trace tables

Practise using trace tables with this online activity. This activity can be followed with code breaking and average night's sleep survey.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise tracing pseudocode with trace tables.

Go to resource Close

7–8 Flowchart prediction tables

Practise interpreting flowcharts with these three online exercises. This activity can be followed with code breaking and average night's sleep survey.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise following and interpreting flowcharts.

Go to resource Close

7–8 draw.io

Use this free online tool to draw flowcharts, among other diagrams. Common software like Microsoft PowerPoint and Google Slides can also be used to draw flowcharts.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

use standard symbols to draw flowcharts
common software.

Go to resource Close

Resources to extend and integrate learning

Years 7–8 Finding the shortest path

Use this lesson to introduce students to the famous Travelling Salesman algorithmic problem.

Requires

internet access
computers, laptops or tablets
printed worksheet (document provided)

Suggested time

1 hour

Enables students to:

design algorithms to solve a common problem – finding the shortest path through a series of points.

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7–8 Trace tables - condensed method

Watch this video for an example of tracing an algorithm that contains nested control structures.

Suggested time

6 minutes

Enables students to:

observe a worked example of using a trace table to test a pseudocode algorithm that contains branching inside of a loop.

Go to resource Close

7–8 Mermaid

Use this free online tool to generate flowcharts from text scripts in a straightforward syntax. The scripts used to specify flowcharts in Mermaid are not a general-purpose programming language.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

generate flowcharts using text scripts.

Go to resource Close

7–8 Flowgorithm

Use this free tool to create flowcharts and automatically show them as pseudocode and real code.

Requires

Windows computers or laptops

Suggested time

30 minutes

Enables students to:

create flowcharts in a form closer to pseudocode and real code
view and export their flowcharts as pseudocode, Python or JavaScript, among other languages.

Go to resource Close

7–8 Bebras

Challenge students with algorithmic thinking tasks designed for Years 7–8.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

complete online or unplugged tasks that require algorithmic thinking
register and compete in a biannual competition (optional).

Go to resource Close

7–8 Why algorithms are called algorithms

Watch this video for some historical insight into the man whose name became our word ‘algorithm’.

Suggested time

3 minutes

Enables students to:

enjoy some history about the origin of algorithms.

Why algorithms are called algorithmsImage

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Programming in Python

What is this about?

Python is a popular general-purpose programming language introduced to Years 7–8 students, which emphasises readability of code. Using Python, students can implement algorithms as programs that can be run. Additionally, students can be introduced to the use of functions for organising code.

Content description

Design algorithms involving nested control structures and represent them using flowcharts and pseudocode AC9TDI8P05

Trace algorithms to predict output for a given input and to identify errors AC9TDI8P06

Implement, modify and debug programs involving control structures and functions in a general-purpose programming language AC9TDI8P09

This sequence enables students to:

learn to write and test code in Python, optionally transitioning from visual code (e.g. Blockly, Scratch)
understand and practise writing and calling functions in their code.

Resources to include

Resources to introduce

Hour of code
Find out more

7–8 Hour of code

Search ‘python’ at the linked page and choose a short coding activity or course created for introducing Python. the Hour of Code site brings together free short courses from many different online platforms, but further content on a platform may not be free. Additionally, some may require specific hardware or software installation.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

try a short introduction to python programming in a coding environment.

Go to resource Close

Resources to develop and consolidate learning

7–8 Visual-to-text coding course

Choose this online lesson series to facilitate a transition from visual code to Python or JavaScript, with an emphasis on algorithm design.

Requires

internet access
computers, laptops or tablets

Suggested time

20 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
focus on how visual programs (e.g. Scratch) can be programmed in Python and JavaScript.

Go to resource Resource details Close

7–8 Python for beginners

Choose this online course to provide students with interactive, self-marking coding exercises.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

12 hours

Enables students to:

learn Python programming concepts at their own pace, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Go to resource Close

7–8 Introduction to coding

Choose this online course to introduce Python through a series of introductory videos and coding exercises. algorithm complexity as expected in the Years 7–8 curriculum, this course should be followed by Intermediate coding.

Requires

internet access
computers, laptops or tablets

Suggested time

8-16 hours

Enables students to:

learn python programming concepts at their own pace, or with teacher direction
write programs with the help of video walkthroughs.

Go to resource Close

7–8 Replit.com

Use this online environment to write and test Python programs.

Requires

internet access
computers or laptops
free replit.com accounts (tied to individual email addresses)

Suggested time

30 minutes

Enables students to:

write and test Python code in an online Integrated Development Environment (IDE).

Go to resource Close

7–8 Python Tutor

Use this online tool to visualise Python code as you run it.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

write Python code, then step through line-by-line
show visualisations of the variables in their code.

Go to resource Close

7–8 Thonny

Use this tool for a very basic offline environment to code in Python. Thonny must be installed on Windows, Mac or Linux.

Requires

Computers or laptops
Internet access

Suggested time

30 minutes

Enables students to:

write and test Python code in a simple IDE without relying on online environments
show visualisations of the variables in their code.

Go to resource Close

Resources to extend and integrate learning

7–8 Coding a sentimental chatbot in Python

Apply Python coding to build a chatbot that uses natural language processing.

Requires

internet access
computers, laptops or tablets

Suggested time

8 hours

Enables students to:

practice Python coding with the help of demonstration videos
develop a conversational program that performs sentimental analysis to detect emotion in text.

Coding a sentimental chatbot in PythonImage

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7–8 NCSS challenge Python

Provide online coding challenges for students during February and July (beginners or intermediate streams).

Requires

internet access
computers, laptops or tablets

Suggested time

5 weeks

Enables students to:

practise Python coding with the help of demonstration videos
develop a conversational program that performs sentiment analysis to detect emotion in text.

Go to resource Close

7–8 Intro to computer science in Python

Choose this online platform to customise a sequence of modules for your class.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts

Suggested time

20 hours

Enables students to:

learn Python programming concepts at their own pace, with a teacher dashboard to monitor progress
take on more advanced modules with customisation by their teacher.

Intro to computer science in Python Image

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7–8 Minecraft for Education

Explore Python coding in the Minecraft environment. Minecraft: Education Edition must be installed on Windows, Mac, Chromebook, iOS or Android.

Requires

internet access
computers, laptops or tablets

Suggested time

11 hours

Enables students to:

learn and practise Python coding within a Minecraft environment customised for education.

Go to resource Close

7–8 Visual Studio Code

Use this software for a full-featured offline environment to code in Python. Visual Studio Code must be installed on Windows, Mac or Linux.

Requires

Computers or laptops

Suggested time

30 minutes

Enables students to:

write and test Python code in a full-featured IDE without relying on online environments.

Go to resource Close

Programming in JavaScript

What is this about?

JavaScript is a general-purpose programming language that is also used to make webpages interactive. Using JavaScript, students can implement algorithms as programs that can be run. Additionally, students are introduced to the use of functions for organising code.

Content descriptions

Design algorithms involving nested control structures and represent them using flowcharts and pseudocode AC9TDI8P05

Trace algorithms to predict output for a given input and to identify errors AC9TDI8P06

Implement, modify and debug programs involving control structures and functions in a general-purpose programming language AC9TDI8P09

This sequence enables students to:

learn to write and test code in JavaScript, optionally transitioning from visual code (e.g. Blockly, Scratch)
understand and practise writing and calling functions in their code.

Resources to include

Resources to introduce

7–8 Hour of code

Search ‘javascript’ at the linked page and choose a short coding activity or course created for introducing JavaScript. the Hour of Code site brings together free short courses from many different online platforms, but further content on a platform may not be free. Additionally, some may require specific hardware or software installation.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

try a short introduction to JavaScript programming in a coding environment.

Go to resource Close

7–8 Geography mini

Try a short course that dives into HTML, CSS and JavaScript with a geography connection.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

5 hours

Enables students to:

explore some basic HTML, CSS and JavaScript programming at their own pace, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Go to resource Close

Resources to develop and consolidate learning

7–8 Visual to text coding course

Choose this online lesson series to facilitate a transition from visual code to Python or JavaScript, with an emphasis on algorithm design.

Requires

internet access
computers, laptops or tablets

Suggested time

20 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
focus on how visual programs (e.g. Scratch) can be programmed in Python and JavaScript.

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7–8 Game lab

Choose the unit ‘Animations and games’ from the Computer Science Discoveries course to provide students with interactive coding exercises.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Enables students to:

learn JavaScript programming concepts at their own pace, with a teacher
alternate between typing code and using blocks
complete exercises in an interactive coding environment.

Go to resource Close

7–8 Webpages with JavaScript

Choose this online course to work with HTML, CSS and JavaScript, providing students with interactive, self-marking coding exercises. If students are new to HTML, this course should be preceded HTML/CSS starter.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

10 hours

Enables students to:

learn JavaScript programming concepts in the context of webpages with HTML and CSS, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Go to resource Close

7–8 Replit.com

Use this online environment to write and test JavaScript programs. selecting 'Node.js' when creating a project allows for a direct JavaScript programming experience. Selecting 'HTML, CSS, JS' starts a project with a webpage development experience.

Requires

internet access
computers, laptops or tablets
free replit.com accounts (tied to individual email addresses)

Suggested time

30 minutes

Enables students to:

write and test JavaScript code in an online IDE.

Go to resource Close

7–8 Python Tutor

Despite the name, use this online tool to visualise JavaScript code as you run it.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

write JavaScript code then step through line-by-line
show visualisations of the variables in their code.

Go to resource Close

Resources to extend and integrate learning

7–8 Coding for GUIs course

Continue from the visual-to-text coding course to create interactive webpages with HTML, CSS and JavaScript.

Requires

internet access
computers, laptops or tablets

Suggested time

10 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
focus on principles of user interface while using JavaScript code to make webpages interactive.

Coding for GUIs (JavaScript edition): Index pageImage

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7–8 Rock, paper, scissors, AI!

Use this guided project to apply JavaScript code for training a computer vision AI model.

Requires

internet access
computers, laptops or tablets with webcam
free P5 accounts (see the resource for info about P5)

Suggested time

3 hours

Enables students to:

train an AI model to recognise rock, paper and scissors hand gestures
apply JavaScript code with the trained AI model to develop a rock, paper, scissors game that watches their hand.

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7–8 App lab

Choose Units 3 to 7 from the Computer Science Principles course to provide students with interactive coding exercises.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

40 hours

Enables students to:

learn JavaScript programming concepts at their own pace, with a teacher
alternate between typing code and using blocks
complete exercises in an interactive coding environment.

Go to resource Close

7–8 CoSpaces Edu

Create a 3D world to engage with in AR and VR, then use JavaScript code to make it interactive. This environment uses TypeScript, a language that is functionally identical to JavaScript for most Year 7–8 coding requirements.

Requires

internet access
computers or laptops
paid CoSpaces licenses

Suggested time

30 hours

Enables students to:

construct a 3D environment with objects, furniture and characters
use JavaScript code to make the world interactive
with appropriate hardware, enter into your world with Virtual Reality (VR) or Augmented Reality (AR).

Go to resource Close

Scope and sequence (F–10)

Learning programs to support implementation

Select a topic across a two year cycle

Cycle one (Year 7)

Cycle two (Year 8)

Cycle one (Year 7)

Cycle two (Year 8)

Binary numbers

Overview

Achievement standards

Australian Curriculum

This topic enables students to

Supplementary information

Assessment View assessment advice

Achievement standards

Assessment tasks

Rubrics

Rubric: Representing integers with binary

Rubric: Representing data with integers

Unit sequence

This topic offers 4 sequential units

Unit 1

Numbers to binary

Unit 2

Text to binary

Unit 3

Images to binary

Unit 4

Sound to binary

Numbers to binary

What is this about?

Content description

Resources to include

Resources to introduce

How binary digits work?

Why Do Computers Use 1s and 0s?

Years 7–8 How binary digits work?

Years 7–8 Why Do Computers Use 1s and 0s?

Resources to develop and consolidate learning

Introduction to binary

The binary game

Binary memory game

Creating my own spreadsheet

Years 7–8 Introduction to binary

Years 7–8 The binary game

Years 7–8 Binary memory game

Years 7–8 Creating my own spreadsheet

Resources to extend and integrate learning

Representing numbers and letters with binary

Data representation – binary module

Hexadecimal

Years 7–8 Representing numbers and letters with binary

Years 7–8 Data representation – binary module

Years 7–8 Hexadecimal

Further reading and professional learning

Representing negative numbers in practice

Hexadecimal number system

Years 7–8 Representing negative numbers in practice

Years 7–8 Hexadecimal number system

Text to binary

Content description

Resources to include

Resources to introduce

Binary bracelets

ASCII table

Years 7–8 Binary bracelets

Years 7–8 ASCII table

Resources to develop and consolidate learning

ASCII and binary representation

ASCII quiz

Understanding ASCII and Unicode

Characters

Years 7–8 ASCII and binary representation

Years 7–8 ASCII quiz

Years 7–8 Understanding ASCII and Unicode

Years 7–8 Characters

Resources to extend and integrate learning

Binary and data

Data representation: text module

Years 7–8 Binary and data