Understand the Australian Curriculum: Digital Technologies

Australian Digital Technologies Curriculum:

Data collection

Numerical, categorical, or structured values collected or calculated to create information, e.g. the Census.

Data collection
F-2 Unpack > 3-4 Unpack > 5-6 Unpack > 7-8 Unpack > 9-10 Unpack >

F-2

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

3-4

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

5-6

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

7-8

Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)

9-10

Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)

Acquire data

Acquire data examines how we collect and access data from a variety of sources.

F-2

Collect data

Gather and record data by counting and measuring.

Students gather data by observing, counting, and measuring objects in their school and home environments (e.g. recording the pets at home and counting them by type).

3-4

Collect data

Gather and record data by counting and measuring.

Students collect different types of data in different ways (e.g. tallying to record the number of cars that drive past the school; measuring the growth of school plants).

Access data

Obtain existing data from an online data source.

Students access data from a file, website or online database as directed by the teacher (e.g. the list of convicts aboard the Charlotte in the First Fleet).

5-6

Acquire data

Gather new data and obtain existing data.

Students collect a range of data (e.g. surveying friends and family, recording temperature and rainfall data) and access data from online databases (e.g. Bureau of Meteorology).

Store data

Record data in ways that allows it to be easily accessed and manipulated.

Students store data using specialised and general software (e.g. survey tools and spreadsheets) appropriate for how it will be accessed and manipulated (e.g. survey tools summarise results, while spreadsheets allow further analysis).

7-8

Acquire data

Gather new data and obtain existing data.

Students acquire data (e.g. design a survey about food preferences and collect canteen sales data) to answer questions for their own investigations (e.g. does the canteen sell the right food?).

Store data

Record data in ways that allows it to be easily accessed and manipulated.

Students store acquired data using specialised and general software (e.g. a pre-defined database) appropriate for how it will be accessed and manipulated (e.g. filtering and queries).

9-10

Acquire data

Gather new data and obtain existing data.

Students develop systems (e.g. a movie or travel review website) that acquire quantitative (e.g. Likert scale and ratings) and qualitative (e.g. written review and user comments) data.

Store data

Record data in ways that allows it to be easily accessed and manipulated.

Students develop systems that store structured data (e.g. a movie or travel review database) for access and manipulation (e.g. creation and presentation of user reviews).

Manage data

Manage data is concerned with the processes we use to facilitate how we use data.

F-2

The content descriptions do not explicitly address Manage data in band F-2.

3-4

The content descriptions do not explicitly address Manage data in band 3-4.

5-6

Validate data

Ensure data is correct and meaningful for the question being answered.

Students create rules to determine whether the data is correct (e.g. the height of an adult can be between 50cm and 270cm) and ready for analysis (e.g. all measured in centimetres).

7-8

Validate data

Ensure data is correct and meaningful for the question being answered.

Students judge how meaningful data is to a question (e.g. does age affect the chance of cyclist injury?), its correctness (e.g. are self-reported accidents reliable?), and how up to date the data is (e.g. Is the data before cycleways relevant?).

9-10

Validate data

Ensure data is correct and meaningful for the question being answered.

Students develop systems that check data is correct and meaningful (e.g. are reviews representative and trustworthy?) using automated techniques (e.g. types, rules, and UI elements) and manual analysis (e.g. detecting bias and fake reviews).

Privacy and security requirements

Data must be handled according to the Australian Privacy Principles.

Students develop systems that acquire, use, and protect data according to the Australian Privacy Principles (e.g. personally identifiable information is not publicly shared without consent and protected from unauthorised access).