General-purpose programming

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.

Binary numbersImage

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.

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Unit 4

Sound to binary

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

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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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Representing audio in digital systems
Find out more

Resources to extend and integrate learning

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.

Collaborative data projectImage

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.

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Unit 2

Spreadsheets

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

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Unit 3

Databases

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

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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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Solar energy installations
Find out more

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Computer Science Principles: Data
Find out more

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.

General-purpose programmingImage

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Hardware, networks and cyber threats

Overview

This unit explores how the performance of computer hardware – such as CPU and RAM – is determined by its specifications, and how digital networks (wired and wireless) can also be compared in terms of requirements. Students are introduced to the concepts of network protocols and cryptography for ensuring data integrity and security, and learn to identify and mitigate cyber security threats like phishing.

Achievement standards

By the end of Year 8 students select appropriate hardware for particular tasks, explain how data is transmitted and secured in networks, and identify cyber security threats.

Content descriptions

Digital systems AC9TDI8K01, AC9TDI8K02

Privacy and security AC9TDI8P13

Related content and General capabilities

Digital Literacy: Managing and operating, Select and operate tools

Critical and Creative Thinking: Generating, Analysing

This topic enables students to

compare and select different computer hardware according to its performance specifications
compare physical networks (wired and wireless)
describe network protocols that ensure data integrity
explain and apply basic data encryption
identify cyber security threats like phishing, and measures to mitigate them.

Supplementary information

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

Hardware, networks and cyber threatsImage

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7-8

By the end of Year 8 students select appropriate hardware for particular tasks, explain how data is transmitted and secured in networks, and identify cyber security threats.

Present summative assessment rubrics that are tailored to meet the specific learning goals identified for any assessment item. These should be explicit, identify the specific knowledge, understanding and skills that should be demonstrated, and use measurable outcomes and language that students can understand.

The rubric below is not meant to be used as a task rubric. It has been produced to assist you to determine the appropriate level of knowledge and understanding of the key concepts presented in the activities for student achievement at each year level. This should be used alongside the Australian Curriculum achievement standards and any school or jurisdiction guidelines for summative assessment purposes.

Think of the depth of knowledge and understanding as being a continuum. Students who are operating at a relational level, for example, will also be able to demonstrate the multi-structural knowledge acquisition presented.

While teachers could use aspects of the tasks presented for summative assessment, the following activities and projects are suggested as potential assessment tasks that could be used for evaluation of student learning and generation of grades or scores as required by most jurisdictions and governments.

Students come up with a new game, or extensions to the CS Unplugged Tablets of Stone activity, that inject additional network infrastructure (for example, routers and firewalls) or security measures (for example, encryption and security certificates), and assess them on correctness and quality of representation.
Students present their research findings through development of a creative asset (for example, infographic, social media awareness video, podcast episode) that can be published to the wider school community.
Students use their learning from the activities to write a persuasive letter to their local minister, urging investment in infrastructure to support their future in their industry of interest.

Criteria	Pre-structural	Uni-structural	Multi-structural	Relational	Extended abstract
Structure and types of networks	can identify some of the key features of a network, but is unclear on their roles in the system or how data moves between them	understands the route data travels between main components of a network but does not fully understand the purpose of each step; can state different types of networks	can identify important parts of a network and distinguish between them; explains simple reasons for choosing one type of infrastructure over another	can articulate the role of each component in the network and how the entire system is dependent on each performing a specific purpose; can rationalise choice of network infrastructure	understands how decisions around design of networks are affected by multiple factors, and that good designs will incorporate alternative routes for data transmission and redundancy
Transmission and structure of data	identifies that networks allow the transmission of data between computers, and that data carries some meaning	can explain that data transmission involves more than just the transfer of information and requires metadata to be able to function	understands the information contained within metadata and can explain how it is used to ensure messages reach their destination	explains the type of information that is stored in metadata and the limitations this introduces in terms of the rate of transfer and the quantity of message data in each packet	draws upon the knowledge they have learned to hypothesise about the nature of data and the challenges inherent in reconstructing it when multiple data streams are being transferred between nodes in a network
Network performance	can identify that different types of physical media change network performance	can explain the reasons for different physical media performing differently on a network	can discuss the advantages and disadvantages of using different types of physical media in terms of cost, performance and other factors	can explain why typical networks use a combination of different types of physical media for communication in terms of cost, convenience and other factors	can draw conclusions about the choice of physical media in large networks in terms of both intra- and inter-network communications, and factors such as cost, performance, reliability and convenience
Network security basics	understands that modern networks include security features but may not completely understand the need for it	understands the need for security in networks to ensure data is not altered or intercepted by third parties	can explain the need for security in networks in terms of data security and privacy, and can provide a simple description of basic techniques used	understands that network security is achieved through a multi-layered approach, and can explain why more than one layer is necessary for the system to effectively maintain data privacy, security and integrity	can hypothesise about the value of strong security measures to typical online activities such as banking, identity management and other critical services, and the implications of security breaches on society
Approximate grade level	E	D	C	B	A

Unit sequence

This topic offers 4 sequential units

Unit 1

The best computer for the job

Students learn how the specifications of different digital hardware allows components to be selected according to purpose.

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Unit 2

Networks and protocols

Students compare the performance of physical networks (wired and wireless).

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Unit 3

Data encryption

Students explore and try out different methods of encryption.

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Unit 4

Cyber threats

Students learn about cyber threats like phishing and ways to protect digital systems, such as using multi-factor authentication for passwords.

Learn More

The best computer for the job

What is this about?

The best laptop for office work may not be appropriate for professional video editing, or for playing 3D games. Students learn how the specifications of different digital hardware allows components to be selected according to purpose.

Content description

Explain how hardware specifications affect performance and select appropriate hardware for particular tasks and workloads AC9TDI8K01

This sequence enables students to:

identify specifications for different digital hardware
select appropriate hardware according to a given purpose or user.

Supplementary information

Digital hardware specifications – such as the most up-to-date CPUs or graphics capabilities on computers and phones – change from year to year. It is recommended to seek current information, such as through computer hardware stores and review articles.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Networks and protocols

What is this about?

Just as computer hardware components have pros and cons depending on requirements, the performance of physical networks (wired and wireless) can also be compared. Students also explore network protocols used to ensure data is transmitted correctly from one device to another.

Content description

Investigate how data is transmitted and secured in wired and wireless networks including the internet AC9TDI8K02

This sequence enables students to:

identify different types of networks and compare their performance
describe protocols used to ensure data integrity across a network (accurate transmission from one device to another)
model networks and network protocols using micro:bits (optional).

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Data encryption

What is this about?

Encryption is one way of protecting data so that it can be transmitted securely across a network. Students can explore and try out different encryption methods.

Content description

Investigate how data is transmitted and secured in wired and wireless networks including the internet AC9TDI8K02

This sequence enables students to:

explain the rationale of cyber security
identify and apply data encryption and decryption.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Cyber threats

What is this about?

Students explore how digital systems (including their own) face various cyber threats, such as phishing, and how these threats can be mitigated through techniques including multi-factor authentication of passwords.

Content description

Explain how multi-factor authentication protects an account when the password is compromised and identify phishing and other cyber security threats AC9TDI8P13

This sequence enables students to:

identify some common cyber security threats, such as phishing
describe some common approaches for mitigating threats, including multi-factor authentication.

Resources to include

Resources to introduce

Cybersecurity in 7 minutes
Find out more

Resources to develop and consolidate learning

Resources to extend and integrate learning

Collaborative data project

Overview

This unit provides an opportunity for students to apply the data-analysis skills from the ‘Working with data’ unit in the context of a digital solution designed, developed and evaluated collaboratively. Project management principles and skills are explicitly introduced in pathway 1, then three different option pathways provide contexts and ideas for student projects that involve the collection and analysis of data and the presentation of information. Choose one pathway that suits your students’ needs, school context and available resources.

Achievement standards

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

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.

Content descriptions

Investigating and defining AC9TDI8P04

Generating and designing AC9TDI8P08

Evaluating AC9TDI8P10

Collaborating and managing AC9TDI8P11, AC9TDI8P12

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

Personal and Social capability: Social management

This topic enables students to

explore agile project management and use digital tools to manage a collaborative project
refamiliarise themselves with a design methodology, and use it to guide their project
design a data investigation using user stories and design criteria
apply the data acquisition and analysis skills from the ‘Working with data’ unit, considering data privacy
use digital tools to present their information
evaluate their data investigation.

Supplementary information

This unit is intended to be undertaken after the ‘Working with data’ unit, which introduces data collection principles and specific spreadsheet skills. Additionally, design methodology and user stories are not explicitly reintroduced here – see the ‘Creating a digital solution’ unit for resources on those topics.

The first two option pathways in this unit provide different data collection options for projects where students work in teams to design, perform and evaluate a data investigation. Both options include collection, analysis and visualisation of data with the final presentation produced in the form of an infographic.

The pathway ‘Primary and secondary data investigation’ focuses on collecting data through a digital survey as well as from an online repository.
The pathway ‘Analysing sensor data’ focuses on obtaining data from electronic sensors using the popular micro:bit classroom device or other options available in your school. It may include a small amount of programming.

The third option pathway 'Machine learning research' provides a more open-ended opportunity with students conducting research on an artificial intelligence (AI) tool such as Google Teachable Machine.

Collaborative data projectImage

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7–8

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

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.

Unit sequence

This topic offers 3 pathways

Core Unit

Project management

Students explore agile approaches to project management, as well as digital tools to share, plan and manage work collaboratively.

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Primary and secondary data investigation

Using agile project management, students work in teams to conduct a data investigation for a specific audience.

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Analysing sensor data

Using agile project management, students work in teams to conduct a data investigation where the data comes from electronic sensors.

Learn More

Machine learning research

Using agile project management, students work in teams to conduct an investigation into an AI tool such as Google Teachable Machine.

Learn More

Project management

What is this about?

Large endeavours benefit from the effective use of project management techniques, whether individual or collaborative. Students explore agile approaches to project management, as well as digital tools to share, plan and manage work collaboratively.

Although it is associated with a number of specific tools and practices, 'agile' is the name given to a set of values and principles for creating a solution. This approach was developed as a response to the shortcomings of more traditional approaches for software development, such as 'waterfall'.

Content description

Investigating and defining AC9TDI8P04

Generating and designing AC9TDI8P08

Evaluating AC9TDI8P10

Collaborating and managing AC9TDI8P11, AC9TDI8P12

This sequence enables students to:

explore agile project management and use digital tools to manage a collaborative project
refamiliarise themselves with a design methodology, and use it to guide their project
design a data investigation using user stories and design criteria
apply the data acquisition and analysis skills from the ‘Working with data’ unit, considering data privacy
use digital tools to present their information.

Supplementary information

While resources for Gantt charts are included, Gantt charts are more associated with traditional project management than with agile methodologies.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Primary and secondary data investigation

What is this about?

Using agile project management, students work in teams to conduct a data investigation for a specific audience.

A design process like the ones already introduced in the 'Creating a digital solution’ unit can be applied to a data investigation as follows:

Define a problem or opportunity requiring information from data, employing user stories to empathise with the target audience for the solution.
Ideate and design the information presentation, which will take the form of an infographic with data visualisations.
Develop the solution by

collecting primary data through a digital survey
collecting secondary data through an online repository
using a spreadsheet (or, optionally, programming) to analyse the data and produce visualisations.
presenting the information by developing the infographic according to the design.

Evaluate and iterate on the solution to improve it.

Content descriptions

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions AC9TDI8P11

Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects AC9TDI8P12

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a data presentation solution
conduct a data analysis with data collected from two sources
produce an infographic with data visualisations
apply agile project management to the collaborative project.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

CSIRO educational datasets
Find out more

Analysing sensor data

What is this about?

Using agile project management, students work in teams to conduct a data investigation where the data comes from electronic sensors.

A design process like the ones already introduced in the ‘Creating a digital solution’ unit can be applied to a data investigation as follows:

1. Define a problem or opportunity requiring information from data, employing user stories to empathise with the target audience for the solution.
2. Ideate and design the information presentation, which will take the form of an infographic with data visualisations.
3. Develop the solution by
  1. 1. collecting data from school data loggers, or from a programmable classroom device like the micro:bit
    2. using a spreadsheet (or, optionally, programming) to analyse the data and produce visualisations.
    3. presenting the information by developing the infographic according to the design.
4. Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions AC9TDI8P11

Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects AC9TDI8P12

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a data presentation solution
conduct a data analysis with data collected from electronic sensors
(optionally) practise programming an electronic device like the micro:bit
produce an infographic with data visualisations
apply agile project management to the collaborative project.

Supplementary information

The resources in this pathway option assume a class set of micro:bit devices (enough for one per team), however other options may be available in your school, such as data loggers in a science lab or classroom robotics like Lego robotics kits.

The pathway also includes some programming to set up the micro:bit for data collection. Students may use Python or JavaScript to apply general purpose programming skills relevant to Years 7–8, or the programming for this unit may be done using visual code.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Machine learning research

What is this about?

This pathway option provides an alternative, open-ended research opportunity without requiring a spreadsheet or conventional programming approach to data analysis.

Using agile project management, students work in teams to conduct an investigation into an AI tool such as Google Teachable Machine. The research could consider one or more of the following questions, and should include testing of an actual tool to inform conclusions:

How does machine learning differ from spreadsheet or conventional programming?
What is data bias or algorithmic bias, and what problems can it cause?
With the use of AI applications, what are the implications for data privacy?

A design process like the ones already introduced in the ‘Creating a digital solution’ unit can be applied to a data investigation as follows:

Define a problem or opportunity requiring information from data, employing user stories to empathise with the target audience for the solution.
Ideate and design the information presentation, which will take the form of an oral presentation, poster or infographic.
Develop the solution by:
1. performing testing on an AI tool to obtain some quantitative data that might inform how it works
2. undertaking separate, qualitative research on AI and machine learning
3. analysing the test results to produce information
4. presenting the information and research findings as an oral presentation, poster or infographic.
Evaluate and iterate on the solution to improve it.

Content descriptions

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions AC9TDI8P11

Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects AC9TDI8P12

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a data presentation solution
conduct a data analysis with data collected from testing as well as qualitative research
produce an information presentation – an oral presentation, poster or infographic
apply agile project management to the collaborative project.

Supplementary information

This pathway option is slightly less defined than the other two pathway options, and may be more suited to students with a particular interest in the topic of AI and machine learning.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Creating a digital solution

Overview

This unit provides an opportunity for students to apply the skills for understanding and implementing algorithms from the ‘General-purpose programming’ unit in the context of a design project. Design thinking methodology and user experience design are explicitly introduced in pathway 1, then three different option pathways provide contexts and ideas for student projects that involve programming and a user interface as part of the solution. Choose one option pathway that suits your students’ needs, school context and available resources.

Achievement standards

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

They design and trace algorithms and implement them in a general-purpose programming language.

Content descriptions

Investigating and defining AC9TDI8P04

Generating and designing AC9TDI8P07, AC9TDI8P08

Evaluating AC9TDI8P10

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

familiarise themselves with a design methodology, and use it to guide their project
explore principles for effective user experience/user interface design
design a solution using user stories and design criteria
develop the solution by applying the programming skills from the ‘General-purpose programming’ unit
test and evaluate the solution.

Supplementary information

This unit is intended to be undertaken after the ‘General-purpose programming’ unit, which introduces algorithms and programming skills.

The three option pathways in this unit provide different product types to aim for, all of which involve a programming component.

The pathway ‘Creating an app’ focuses on the development of software with a specific kind of user interface tailored to mobile devices.
The pathway ‘Creating a game’ focuses on the development of a video game, with multiple options for design platforms that can use Python and/or JavaScript for the programming.
The pathway 'Robots and programmable machines' focuses on the development of a smart machine or robot with physical components. Students design and construct the machine as well as programming its ‘brain’, using the popular micro:bit classroom device or other options available in your school.

Creating a digital solutionImage

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7-8

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

They design and trace algorithms and implement them in a general-purpose programming language.

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.

Assessment tasks

Use this ACARA worksample Digital project: website design to guide your assessment.

In this task students design a website.

The task shows evidence of students' demonstrated ability to:

develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria
select and use a range of digital tools efficiently and responsibly to create content; and to plan, and manage projects.

Rubric

Use this rubric to guide assessment of students' demonstrated ability to:

develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria
design and trace algorithms and implement them in a general-purpose programming language.

Rubric: Design that incorporates programming

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Design user interface (graphical)	with guidance, proposes a simple interface that suits the purpose of the solution and with support creates an interface with some key elements for the intended user	designs an interface that addresses the problem, showing some consideration for user needs and creates an interface with some key elements for the intended user	designs a interface that effectively addresses the problem and considers user needs and most elements of the interface are clear and suitable to the intended user	designs an interface that is efficient and effective for the purpose of the solution and effectively addresses the problem and considers user needs and all elements of interface are clear, complete and suitable to the intended user
Algorithm design	with guidance, creates a basic flow chart or pseudocode, however does not fully capture: iteration (loops), branching (decisions), variables, user input and output	creates a basic flow chart or pseudocode, where appropriate, algorithm correctly incorporates some of the following: iteration (loops), branching (decisions), variables, user input and output	creates a flow chart or pseudocode, where appropriate, algorithm correctly incorporates: iteration (loops), branching (decisions), variables, user input and output	creates an efficient and effective, flow chart or pseudocode, where appropriate, algorithm correctly incorporates: iteration (loops), branching (decisions), variables, user input and output
Develop code – overall functionality	with guidance and support, creates a basic functional code that runs after addressing syntax errors and partly addresses the functional requirements or design	creates a basic functional code that contains bugs that affects some functionality and runs successfully with support and guidance to include minor modifications and partly addresses the functional requirements or design	creates a code that is mostly complete and free of syntax errors, mostly free of bug and runs successfully, and program meets most functional requirements and mostly fulfils design	creates a code that is complete and free of syntax error, free of bugs and runs successfully and program meets all functional requirements and fulfils design
Produce and implement visual programs (micro:bit)	with guidance, creates a basic flow chart or pseudocode, however does not fully capture: iteration (loops), branching (decisions), variables, user input and output	creates a program where appropriate, some of the following skills are utilised thoroughly and efficiently: iteration (loops), branching (decisions), variables, user input and output	creates a program where appropriate, most of the following skills are utilised thoroughly and efficiently: iteration (loops), branching (decisions), variables, user input and output	creates a program where appropriate, all the following skills are utilised thoroughly and efficiently: iteration (loops), branching (decisions), variables, user input and output
Error tracing - testing	with guidance and support, tests for coding errors and fixes them	undertakes testing of code without the use of a testing tool such as a testing table	undertakes formal testing that includes most of the following (where appropriate): unexpected user input or data, out of range input or data (boundary checking),wrong type input or data. Testing tool (eg. testing table) mostly complete and used correctly	undertakes formal testing that includes all of the following (where appropriate): unexpected user input or data, out of range input or data (boundary checking), wrong type input or data. Testing tool (eg. testing table) complete and used effectively

Unit sequence

This topic offers 3 pathways

Core Unit

Designing for the user

Students follow the process of design thinking to guide the creation of a solution for a need or opportunity.

Learn More

Creating an app

Students design and build a prototype or proof of concept for an app to address a user need.

Learn More

Creating a game

Students design and build a proof of concept for a video game for a particular user or audience.

Learn More

Robots and programmable machines

Students design, build and code a proof of concept for a particular user or audience, taking the form of a smart machine or robot.

Learn More

Designing for the user

What is this about?

Design thinking can provide a series of steps to guide the creation of a solution for a need or opportunity.

A typical design methodology begins with empathising through user stories, to understand the need or opportunity. Alternative designs that incorporate user experience principles, such as for an app's user interface, are generated, modified and chosen. In this case, where the solution includes programming, the core algorithms for the solution are also designed. Evaluation criteria are developed, and will be used later to assess whether the solution is successful. The solution is implemented by programming and testing it, as well as by making any physical aspects of the solution. Finally, the solution is evaluated and its impact considered.

Critically, this is an iterative process where many of the above steps may reoccur.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

familiarise themselves with a design methodology that will be used to guide the creation of a digital solution
identify and practice principles for user experience design.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Creating an app

What is this about?

Students design and build a prototype or proof of concept for an app to address a user need. In some cases, a student proof of concept may provide only a functional program without a graphical user interface, so designs for a graphical user interface may be provided separately.

A design process is applied as follows:

Define the problem or opportunity employing user stories to empathise with the target user for the solution.
Ideate and design the app, including both the user interface and core algorithms that make it functional.
Develop the solution by programming and testing it.
Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of an app
apply user experience design principles to design the app's user interface
design a core algorithm that makes the solution functional
apply general-purpose programming to code the solution and test it.

Supplementary information

Two different development options are suggested in the resources (Python and JavaScript). These might be selected based on programming language undertaken earlier and on ability levels.

If possible, students in Years 7–8 should apply their knowledge from the ‘General-purpose programming’ unit by using a language like Python or JavaScript for the programming, but note that one resource only allows for visual (blocks) coding.

Resources to include

Resources to introduce

Design sprint case study
Find out more

Resources to develop and consolidate learning

Resources to extend and integrate learning

PySimpleGUI
Find out more

Creating a game

What is this about?

Students design and build a proof of concept for a video game for a particular user or audience.

A design process is applied as follows:

Define the problem or opportunity employing user stories to empathise with the target user for the solution.
Ideate and design the game, including both the user interface and core algorithms that make it functional.
Develop the solution by programming and testing it.
Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a game
apply user experience design principles to design the game's user interface
design a core algorithm that makes the solution functional
apply general-purpose programming to code the solution and test it

Supplementary information

Some tools for game development allow a tighter focus on design and require only visual coding or no traditional programming at all (e.g. GDevelop, Construct 3) while others require the use of a custom scripting language (e.g. GameMaker).

Suggested resources allow students to apply their knowledge from the ‘General-purpose programming’ unit by using a language like Python, JavaScript or C# for programming.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Robots and programmable machines

What is this about?

Students design, build and code a proof of concept for a particular user or audience, taking the form of a smart machine or robot. Solutions may range from highly practical to whimsical art pieces.

Note that many suggested resources offer guided tutorials with full code provided. These are suitable for learning and practising principles and skills of physical computing, but may not allow students the freedom to practise design thinking.

A design process is applied as follows:

Define the problem or opportunity employing user stories to empathise with the target user for the solution.
Ideate and design the solution, including both the user experience and core algorithms that make it functional.
Develop the solution by constructing, programming and testing it.
Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a ‘physical computing’ solution
apply user experience design principles to design the user experience
design a core algorithm that makes the solution functional
apply general-purpose programming to code the solution and test it.

Supplementary information

The resources in this pathway option assume a class set of micro:bit devices (enough for one per team) to act as the programmable ‘brain’ for a smart machine or robot. Connectable electronic components – such as motors, lights and sensors – allow for many different solutions, and these are typically available from electronics stores in kit form. Finally, structural materials such as cardboard or Lego are used to hold it all together.

Besides the micro:bit, other complete options may be available in your school, such as Lego robotics kits.

Students at Years 7–8 can apply their knowledge from the ‘General-purpose programming’ unit by using a language like Python or JavaScript for the programming, but most electronic devices also allow for visual (blocks) coding.