Core concepts

Digital systems is a core concept that is introduced in Foundation year and continues through to Year band 9-10.

This focuses on the components of digital systems, hardware and software and networks including the internet and the way in which data is transmitted.

View this curated topic on Digital Systems.

This 5-minute video explores the digital systems content descriptions within the Knowledge and Understanding strand of the Australian Curriculum. Find out more about what is expected at each level of the curriculum.

Data representation is a core concept that is introduced in Foundation year and continues through to Year band 9-10.

ACARA defines Data representation as ‘How data is represented and structured symbolically for storage and communication by people and digital systems’.

View the poster for your Year band for an explanation of the concept with relevant examples and ‘I can’ statements. The QR code provides a link to relevant resources.

The posters are designed to assist in the interpretation and support the implementation of the Australian Curriculum V9.

Download and use these A3 posters in planning sessions and use them to view the progression of this core concept across Year bands.

Download all posters here.

View this curated topic on Data representation.

View these videos explaining data representation for further detail. Note these videos reference the Australian Curriculum 8.4.

Data acquisition is a core concept introduced at Years 7-8. In Years 7-10 students acquire, store and validate data from a range of sources using software, including spreadsheets and databases.

Collection of data (acquiring data) is covered in Mathematics: Statistics starting in Year 1.

ACARA defines Data acquisition as ‘Numerical, categorical or structured values acquired or calculated to create information’.

Data interpretation is a core concept introduced at Years 7-8. In Years 7-8 students analyse and visualise data using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends. In Years 9-10 they also identify outliers.

Visualising and interpretation of data is covered in Mathematics: Statistics starting in Year 1.

ACARA defines Data interpretation as ‘Extracting meaning from data'.

Abstraction is a core concept in Digital Technologies, however it does not explicitly appear in content descriptions.

ACARA defines abstraction as 'reducing complexity by hiding details so that the main idea, problem or solution can be defined and focus can be on the manageable number of aspects'.

ACARA defines specification as 'defining a problem precisely and clearly, identifying the requirements, and breaking the problem into manageable pieces'.

This 5-minute video explores the first of the skills related to solving problems computationally: those of investigating and defining the problem. Find out more about what is expected at each level of the curriculum in order to begin to create digital solutions.

Algorithms is a core concept that is introduced in Year 1 and continues through to Year band 9-10.

ACARA defines Algorithms as ‘The precise sequences of steps and decisions needed to solve a problem, often involving iterative (repeated) processes.’

View the poster for your Year band for an explanation of the concept with relevant examples and ‘I can’ statements. The QR code provides a link to relevant resources.

The first poster includes approaches used to teach students about algorithms from Years 1-10.

The posters are designed to assist in the interpretation and support the implementation of the Australian Curriculum V9.

Download and use these A3 posters in planning sessions and use them to view the progression of this core concept across Year bands.

Download all posters here.

View this curated topic on Algorithms.

View these videos explaining algorithms for further detail. Note these videos reference the Australian Curriculum 8.4.

Implementation (programming) is a core concept that is introduced in Year 3 and continues through to Year band 9-10.

ACARA defines implementation as ‘the automation of an algorithm, typically by writing a computer program or using appropriate software.’

View the poster for your Year band for an explanation of the concept with relevant examples and ‘I can’ statements. The QR code provides a link to relevant resources. Note for Years F-2 relevant related content is suggested.

The first poster includes approaches used to teach students about programming from Years 3-10.

The posters are designed to assist in the interpretation and support the implementation of the Australian Curriculum V9.

Download and use these A3 posters in planning sessions and use them to view the progression of this core concept across Year bands.

Download all posters here.

View these curated topics on Visual Programming and General Purpose Programming.

View this video explaining implementation for further detail. Note these videos reference the Australian Curriculum 8.4.

Privacy and security is a core concept that is introduced in Foundation year and continues through to Year band 9-10.

ACARA defines privacy and security as 'The protection of data when it is stored or transmitted through digital systems'. The protection of data when it is stored or transmitted through digital systems.

Privacy includes recognising the risks that are faced online and the mitigation strategies involved in managing them.

Security covers the development of appropriate technical, social, cognitive, communicative and decision-making skills to address online and network security risks. It includes data security, and ethical and legal considerations when working with and designing digital systems.

This helps people to organise data logically by breaking down problems into parts; defining abstract concepts; and designing and using algorithms, patterns and models.

View curated topic on Computational thinking.

This helps people to think holistically about the interactions and interconnections that shape the behaviour of systems.

View curated topic on Systems thinking.

This helps people to empathise and understand needs, opportunities and problems; generate, iterate and represent innovative, user-centred ideas; and analyse and evaluate those ideas.

View curated topic on Design thinking.