Technologies · Foundation

Active learning ideas

Digital System Components: Inside and Out

Active learning helps young students grasp abstract digital safety concepts through concrete, hands-on experiences. Acting out scenarios and manipulating materials builds understanding that rules and personal boundaries exist both online and offline.

• ACARA Content Descriptions
• AC9TDEFK01

• 15–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: The Trusted Adult Tree

In small groups, students draw a tree and paste photos or drawings of people they can ask for help when using technology (teacher, parent, police officer). They discuss why these people are safe to talk to.

Differentiate between internal and external components of a digital system.

Facilitation Tip

During Collaborative Investigation, circulate and listen for students to name specific adults they trust, reinforcing that safety rules apply at home and school.

What to look for

Show students a tablet. Ask: 'Point to something you can touch on the outside of this tablet.' (External component). Then ask: 'What part inside makes it think?' (CPU/brain). Record student responses.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Role Play
• 20 min · Pairs

Role Play: Asking Permission

Students practice a simple three-step routine: 'Stop, Ask, Wait'. They role play scenarios where they want to use a tablet or take a photo, practicing the exact words they need to use to ask a teacher or friend first.

Explain the function of a computer's 'brain' in simple terms.

Facilitation Tip

For Role Play, model the scripted phrases yourself first so students see the expected tone and language.

What to look for

Give each student a drawing of a simple computer. Ask them to draw one external part and label it, and draw a box inside and label it 'Brain' (CPU).

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Private vs. Public

Show cards with items like 'my name', 'my favorite color', and 'my home address'. Students discuss with a partner which ones are okay to tell a stranger on a game and which ones should stay private.

Predict how a digital system would behave without its power source.

Facilitation Tip

In Think-Pair-Share, provide picture cards of private and public spaces to scaffold the discussion for students who need visual support.

What to look for

Ask students: 'Imagine your toy robot suddenly stopped working. What is the first thing you would check to make sure it has power?' Discuss the importance of the power source for digital systems.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should use consistent, repetitive language when discussing safety rules, as young children need repeated exposure to internalise routines. Avoid overcomplicating explanations; focus on actionable steps like 'Stop, Ask, Wait' rather than abstract definitions of privacy. Research shows that role-playing real-life scenarios helps children transfer offline safety skills to digital contexts more effectively than lectures alone.

Students will demonstrate safe digital habits by asking permission before sharing information, identifying trusted adults in different contexts, and distinguishing between private and public spaces with guidance.

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Watch Out for These Misconceptions

• During Collaborative Investigation, watch for students who point to bright, friendly icons and assume they are safe.

  Pause the gallery walk and ask students to recall the 'Stop, Ask, Wait' rule, then have them sort the icons into 'looks safe' and 'ask an adult' columns to reinforce that appearance doesn’t guarantee safety.

• During Role Play, watch for students who treat online interactions the same as in-person interactions.

  Use the sorting activity from Think-Pair-Share to clarify differences, having students categorise people they know in real life versus people they only see on a screen.

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Methods used in this brief

• Inquiry Circle
• Role Play
• Think-Pair-Share