Home Plan and prepare Scope and sequence (F–10) Years 7–8 Hardware, networks and cyber threats
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.

JAN DEC

Cycle one (Year 7)

Jan Jun Dec

Cycle two (Year 8)

Jan Jun Dec

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.

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

  • 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.

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

 

 

Hardware, networks and cyber threatsImage

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.
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

Further reading and professional 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

Close

7–8 The story of wi-fi

Watch this video to introduce the Australian invention of wi-fi.

Suggested time

2 minutes

Enables students to:

  • get an overview of how text, images and sound are stored in binary.
The story of wi-fiImage
Go to resource Close

Further reading and professional 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

Further reading and professional 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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Further reading and professional learning