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Elaboration (4) ACTDIK002

creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’

Elaboration (5) ACTDIK002

learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend

Elaboration ACTDIP003

collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike

experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom

Elaboration (5) ACTDIK001

constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

Elaboration (2) ACTDIK002

experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing

Elaboration (5) ACTDIP003

using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing

Elaboration (2) ACTDIP005

recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries

Elaboration ACTDIK001

playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past

Elaboration (1) ACTDIK001

exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data

Elaboration (2) ACTDIK001

exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, …

Elaboration (3) ACTDIK001

recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices

Elaboration (3) ACTDIK002

exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email address has a name followed by an @ symbol followed by another type of name

Elaboration (2) ACTDIP003

exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items

Elaboration (3) ACTDIP003

exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph

Elaboration (1) ACTDIP005

recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity

Elaboration (3) ACTDIP005

discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people with vision loss

Elaboration ACTDIP006

using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message

Elaboration (4) ACTDIK001

recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement

Elaboration (3) ACTDIP004

recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered

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Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities