Life Skills: Modelling Networks and Social Connections

Home Wi-Fi and a class group chat are both networks. You will draw network maps, stay safe and check how networks work.

Life Skills Stages 4 and 5 · Life Skills Outcomes: CTLS (10 outcomes)
Start learning Syllabus mapping ↗
27Dot points
4Parts
2Stages
10Outcomes
Syllabus Part 1 Identifying and defining

Parts of a Real-World Network

🎯 (CTLS-THI-01)

📌 Recognise the key components of a real-world network

A real-world network has parts that work together. Think about the Wi-Fi at home or at school.

These are the parts:

  • Devices are the things that connect. Examples are phones, laptops and printers.
  • Links are the connections between devices. Examples are cables and Wi-Fi signals.
  • A router is a device that sends information to the right place.

For example, you send a file from a tablet to a printer. The file goes over Wi-Fi to the router. The router sends it on to the printer.

Try this Use cards or coins if you cannot draw. Draw, point or say instead of writing.
  1. Pick three devices that use Wi-Fi at home, such as a phone.
  2. Place a card in the middle. Write ROUTER on it.
  3. Draw a line from each device to the router. Say what each line is.

Networks You Already Know

🎯 (CTLS-THI-01)

📌 Recognise a familiar social network

A social network is a group of people. The people are linked to each other.

Your class is a social network. So is your sports team, and so is your family. Take a sports team as an example. The coach is linked to every player. Some players are also friends outside training.

To recognise a social network, ask three questions:

  • Who is in the group?
  • Who knows who?
  • What links them together? For example, friendship, a team or a family.
Try this Use first names only. Draw, point or say instead of writing.
  1. Choose one group you belong to. For example, your class or a club.
  2. Write or say the first names of three people in that group.
  3. For each person, say what links you. For example, "same class" or "same team".

Drawing Network Maps

🎯 (CTLS-DAT-02, CTLS-COM-01)

📌 Develop network maps for familiar social networks

A network map is a drawing of a network. It shows who is in the group and who knows who.

On a network map, each node is one person or device. Each link is a line between two nodes.

Example: Ali, Maya, Sam and Lee are friends. Maya knows Ali and Sam. Sam knows Lee. Draw four circles. Then draw a line for each pair who know each other.

Use first names or initials only. Do not write addresses, phone numbers or school details on a map. If you share a map online, tell a trusted adult first.

Try this Draw a map of a small group you know. Draw, point or say instead of writing.
  1. Draw one circle for each person. Write a first name or initial inside.
  2. Draw a line between each pair who know each other.
  3. Check each line. Ask yourself: is this a real link?

Ideas About Being Connected

🎯 (CTLS-THI-01)

📌 Explore the concept of connectedness through familiar social networks

Connectedness means how well people are linked to each other. A person who knows many people is well connected.

Imagine two groups. In the first group, everyone knows everyone. In the second, most people know only one or two others. The first group is more connected.

You can explore connectedness by counting the links for each person. The person with the most links is the most connected.

Try this Use five coins or counters as people.
  1. Place five counters on a sheet of paper.
  2. Draw lines between the counters that know each other. Make one counter linked to all the others.
  3. Count the lines on each counter. Say which counter is most connected.

Interactions in a Network

🎯 (CTLS-THI-01, CTLS-COM-01)

📌 Identify the interactions of a network that are created using the theory of connectedness

An interaction is something that happens along a link. People interact when they talk, message, share or help each other.

Example: a coach sends a message to the team group chat. A player replies with a thumbs up. Each message is an interaction along a link.

Not every interaction is kind. If an online message feels unsafe, tell a trusted adult.

Try this Use the map you drew earlier. Draw, point or say instead of writing.
  1. Pick two nodes that are linked.
  2. Write one interaction on the line between them. For example, "message" or "shared photo".
  3. Do this for three links. Say which interaction happens most often.

Connections Made by Networks

🎯 (CTLS-THI-01)

📌 Identify the connections made by networks

A network makes connections. A connection is a link. It lets something move from one place to another.

A network connects people, places, devices and information. Here are three examples:

  • A phone network connects your phone to another phone when you call.
  • A bus route connects stops across a town.
  • School Wi-Fi connects a laptop to the class printer.

To identify a connection, ask two questions. What is connected? What moves along it?

Try this Use a network you know well. Draw, point or say instead of writing.
  1. Pick one network, such as a bus route or school Wi-Fi.
  2. Write what it connects. Use the words people, places, devices or information.
  3. Say one thing that moves along a connection. For example, a call or a file.

Fair and Safe Use of Technology

🎯 (CTLS-SAF-01)

📌 Respond to social and ethical issues related to computer technology

An ethical issue asks: what is fair, kind and right?

  • Posting a photo of a friend without asking. This is about privacy.
  • Writing unkind comments in a group chat. This can be cyberbullying.

To respond well, you can stop, think and act. Do not share anything that hurts someone. Tell a trusted adult if you feel unsafe or worried.

The eSafety Commissioner is an Australian government body. It gives advice about staying safe online.

Try this Read or listen to this story. A friend posts a photo of you without asking.
  1. Say what the issue is. For example, privacy.
  2. Say what you would do. For example, ask your friend to take it down.
Show what you know Try one of these ways. Point to the parts of a network on a picture. Draw a small network map using first names only. Say one safe choice you would make online.
Syllabus Part 2 Researching and planning

Making a Network Map Alone or in a Group

🎯 (CTLS-COL-01, CTLS-DAT-02)

📌 Independently or collaboratively participate in producing a digital, physical or biological network map

A network map is a picture of how things link together. You can draw one alone. You can also make one with a group.

A map can be digital, physical or biological. Digital means on a device. Physical means on paper or card. Biological means about living things.

Example: a class draws a map of a school garden. Each plant, bee and bird is a dot. A line joins a bee to the flower it visits.

Try this Make a map with a partner.
  1. Draw one circle for each person in your group.
  2. Draw a line between two people who talk to each other.
  3. Take turns to check each other’s lines.

Planning How to Find Out About Users

🎯 (CTLS-COL-01, CTLS-THI-01)

📌 Collaboratively plan ways to investigate a user’s interactions with digital tools and technologies

A user is a person who uses a tool. An interaction is something the user does with the tool. Taps, clicks, searches and messages are all interactions.

A group can plan how to find out about interactions. Example: a group wants to know how students use the school library app. They plan to ask five volunteers to try it. Then they write down where each one gets stuck.

Your plan needs four steps:

  1. Choose one tool to study.
  2. Write one question you want to answer.
  3. Agree on who does each job.
  4. Ask permission before you watch or record anyone.
Try this Plan with a partner. Pick one app or game you both know. Draw, point or say instead of writing.
  1. Write one question, such as “Where do people get stuck?”
  2. Decide who will ask and who will write.
  3. Show your plan to your teacher.

How Sharing Tools Have Changed

🎯 (CTLS-EVL-01)

📌 Research the evolution and innovation of interactive sharing solutions

An evolution is a slow change over time. An innovation is a new idea or tool. Both help us see how sharing tools have changed.

Long ago, people wrote letters and sent them by post. Later, people made phone calls. Today, many people send messages and video calls on their devices.

New tools also bring new things to think about. One of them is who can see what you share. If a message worries you, tell a trusted adult.

Try this Draw a timeline on paper. Draw, point or say instead of writing.
  1. Draw four pictures in a row: a letter, a phone, a message and a video call.
  2. Under each one, write one word, such as “slow” or “quick”.
  3. Point to the one you use most, and say why.

Recording How People Interact

🎯 (CTLS-DAT-01, CTLS-SAF-01)

📌 Use computer technology to record interactions

To record something means to write it down. A record can be a tally, a list or a chart. You can make a record on paper or on a device.

Example: a class counts how often people use the shared whiteboard app. Each time someone uses it, they add a mark to a tally. At the end of the week, the class adds up the marks.

Before you record anything, follow two rules. Ask permission first. Do not write down names, photos or other private details. If anything online worries you, tell a trusted adult.

Try this Count with your teacher’s help.
  1. Choose one app your class uses.
  2. Make a tally. Add one mark each time it is used.
  3. Show your tally to your teacher. Say what you noticed.

Everyday Devices That Connect

🎯 (CTLS-DAT-01, CTLS-THI-01)

📌 Explore how everyday devices connect, interact and exchange data

Data is information that a device can store or send. Many everyday devices connect. They exchange data with each other.

Example: a smart watch sends step data to a phone. A phone sends music to a speaker. A laptop sends a file to a printer.

Some devices connect by Wi-Fi. Others connect by a cable or by Bluetooth.

Try this Look at the devices in your home or classroom. Draw, point or say instead of writing.
  1. List three devices, such as a phone, a TV or a printer.
  2. For each one, write what it connects to.
  3. Say what data moves between them, such as music or a document.

Effects of Online Connections

🎯 (CTLS-SAF-01, CTLS-THI-01)

📌 Explore the social ramifications of virtual connections through online networks

A virtual connection is a link made online, such as a group chat. It can change how people feel.

Some effects are good. Friends far apart can stay in touch. Some are harder. A message can hurt someone’s feelings.

If online contact makes you feel unsafe, do three things:

  1. Stop replying to the message.
  2. Keep the message, so you can show it.
  3. Tell a trusted adult straight away.

If you are in danger, call 000.

Try this Think about one online group you know about.
  1. Name one good effect it has on people.
  2. Name one hard effect it can have.
  3. Tell a trusted adult what you noticed.
Show what you know Try one of these ways. Point to two linked people on a network map and say how they link. Say one safe choice you would make in an online group, and who you would tell.
Syllabus Part 3 Producing and implementing

Managing Time and Resources

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Use a scaffold to manage time and resources when developing a digital resource

A resource is anything you need to finish a job. Time, materials and devices are resources. A scaffold is a plan that supports you. It lists steps, dates and a checklist.

Example: a class makes a digital poster on a tablet. The teacher gives them a scaffold with five steps. Each step has a date. Students tick each step when it is done.

To use a scaffold, follow three steps:

  1. Write each step on its own card.
  2. Give each step a due date.
  3. Tick each card when it is finished.
Try this Plan a small job, such as making a card for a friend. Draw, point or say instead of writing.
  1. Write four steps on four cards.
  2. Put the cards in order, with the first step on top.
  3. Move each finished card to the other side of the table.

Making an Online Sociogram

🎯 (CTLS-DAT-02, CTLS-DPM-01)

📌 Design and produce an online sociogram based on networks of people, including genealogy and friendship groups

A sociogram is a picture of who connects with whom. Each person is a dot. Each link is a line between two people who connect.

An online sociogram is a sociogram made on a device. Use an app or program your teacher approves. Example: Ana, Ben, Cy and Dee are a friendship group. Ana and Ben are friends. Ben and Cy are friends.

A family tree, or genealogy, is personal. Ask a trusted adult before you draw one. Kinship, or family ties, can be sensitive, especially for Aboriginal and Torres Strait Islander families. Follow community guidance.

Before you share one, remove real names and photos. Tell a trusted adult first.

Try this Use made-up names only. Draw, point or say instead of writing.
  1. Write four made-up names for a friendship group.
  2. Draw a dot for each name.
  3. Draw a line for each pair who are friends. Show your teacher.

Mapping Local and Global Networks

🎯 (CTLS-DAT-02, CTLS-THI-01)

📌 Design a navigational map of different global or local networks

A navigational map helps people find their way. It shows routes, stops and links. A local network is close to home, such as a bus route in your town. A global network spans the world, such as air routes between countries.

Example: a made-up town has a bus route with four stops. Each stop is a dot. A line joins the stops in order. An arrow shows which way the bus travels.

Use the same rules for both kinds of map:

  1. Label each dot clearly.
  2. Use one line style for each route.
  3. Add a key that explains each symbol.
Try this Draw a made-up bus route.
  1. Draw four dots for four stops. Name each stop.
  2. Join the stops with lines, in order.
  3. Add an arrow to show which way the bus goes.

Taking Part in Making a Game

🎯 (CTLS-DPM-01, CTLS-COL-01)

📌 Participate in creating a digital game or program using software to engage a specific audience

An audience is the group of people a game or program is made for. To engage an audience means to keep them interested and involved.

Example: a group makes a simple quiz game for Year 2 students. They use bright colours and short questions. Each person has a job. One person draws, one writes the questions and one tests the game.

Share the jobs fairly. Ask your audience what they think, and listen to the answer.

Try this Plan a game for one audience with a partner. Draw, point or say instead of writing.
  1. Name your audience, such as younger students or a sports club.
  2. Choose one thing that would keep them interested.
  3. Test your idea with one friend, and write down what they say.

Writing Step-by-Step Instructions

🎯 (CTLS-ALG-01)

📌 Write an algorithm to engage an identified audience in a simulated web application, program or online game environment

An algorithm is a list of clear steps that does a task. The steps are in order. A recipe for toast is an algorithm.

A simulation is a pretend version of something real. A practice game with fake players is a simulation.

Example: an algorithm for a quiz game might say:

  1. Show a question.
  2. Wait for the player to answer.
  3. If the answer is right, add one point.
  4. Show the score.

A computer needs steps that are this clear.

Try this Write an algorithm for making a sandwich. Draw, point or say instead of writing.
  1. Write five steps, one step on each card.
  2. Ask a friend to follow your steps, using objects or pictures.
  3. Fix any step your friend could not follow.

How a Product Affects Its Users

🎯 (CTLS-DES-01)

📌 Recognise the impact a program or product has had on the intended user

A product is something made for people to use. An app, a game and a website are products. The impact is the change a product makes for the people who use it.

Here is an imagined example, not a real app. A reminder app helps a student start homework on time. The student feels less stressed. A product can also have a bad impact, such as using too much time.

To recognise an impact, watch what the user does, with their permission. Then ask them how they feel.

Try this Pick one product you use, such as a game or a reminder app. Draw, point or say instead of writing.
  1. Write one way it helps you.
  2. Write one way it does not help you.
  3. Ask a friend the same two questions. Write down their answers.

Checking How a Network Performs

🎯 (CTLS-DAT-01, CTLS-THI-01)

📌 Monitor the performance of a network in terms of bandwidth, speed, connectedness, compatibility and reliability

To monitor means to check something over time. A network’s performance is how well it works. You can check five things:

  • Speed: how quickly information arrives.
  • Bandwidth: how much information can move through the network in a set time.
  • Connectedness: how well devices are linked.
  • Compatibility: whether devices can work together.
  • Reliability: whether the network works every time.

Example: a video call keeps freezing at school. The class checks the speed first.

Try this Use a device with your teacher’s help. Draw, point or say instead of writing.
  1. Open the same video or web page on a device.
  2. Write how long it takes to load.
  3. Count how many times it freezes.
Show what you know Try one of these ways. Make a step list with pictures that someone else can follow. Draw a simple route map with stops and arrows. Say what you would check if a video keeps freezing.
Syllabus Part 4 Testing and evaluating

Using Feedback on a Product

🎯 (CTLS-DPM-01, CTLS-COM-01)

📌 Use feedback to evaluate the product

Feedback is what people say about a product. A product can be an app, a game or a poster. To evaluate means to judge how good something is.

Example: a student makes a reminder app. A user says the buttons are too small. The student makes them bigger. The user tries again and says it is easier to tap.

Ask for specific answers. “Good” or “bad” does not help you improve.

Try this Ask one user for feedback. Draw, point or say instead of writing.
  1. Ask: “What did you like?” and “What was hard?”
  2. Write each answer on a card.
  3. Sort the cards into two piles: keep and change.

Checking My Design Skills

🎯 (CTLS-DPM-01, CTLS-THI-01)

📌 Use a scaffold or checklist to evaluate their design and development skills

A checklist is a list of questions you tick off. You can use one to check your own skills.

Example: a student finishes a poster on a tablet. The checklist asks: Did I plan my steps first? Did I test my work? Did I ask for feedback? The student ticks yes or no for each one.

Each “no” shows one skill to practise next time.

Try this Check your last task. Draw, point or say instead of writing.
  1. Write five yes or no questions about it.
  2. Answer each question with a tick.
  3. Pick one skill to practise next time.

How Changing Needs Shape Technology

🎯 (CTLS-EVL-01)

📌 Reflect on how people’s changing needs have shaped computer technology

A need is something people must have to live, learn or work. Needs change over time. Technology changes to meet new needs.

Example: families once shared one phone at home. Now many people carry their own phone. Their need to stay in touch changed what phones are made to do.

To reflect means to think back on what happened. Ask yourself what the need was, and how the device meets it.

Try this Think about one device you use. Draw, point or say instead of writing.
  1. Write one need the device was made to meet.
  2. Write one need people may have in the future.
  3. Say whether the device could meet that future need.

Checking a Network Map

🎯 (CTLS-DAT-02, CTLS-COL-01)

📌 Independently or collaboratively evaluate a network map or sociogram, including accuracy, efficiency, reliability, clarity

To check a map, ask four questions:

  • Accuracy: is the map correct?
  • Efficiency: does it show only what is needed, with no extra lines?
  • Reliability: would the same facts give the same map each time?
  • Clarity: can someone else understand it?

Example: a map shows Ana linked to Ben. Ben says they are not friends. The map is not accurate. The student removes the line.

Try this Check a map with a partner. Draw, point or say instead of writing.
  1. Compare the map with the people in the group.
  2. Ask your partner: “Can you follow this map?”
  3. Fix one line or label, then check again.

Sharing What the Check Found

🎯 (CTLS-COM-01)

📌 Communicate outcomes of an evaluation

To communicate means to share information so that others understand it. When you finish checking, share what you found.

Example: a group tells the class, “Our map was clear. One line was wrong, so we fixed it.”

A short report has three parts: what worked, what did not, and what you will change.

Try this Write three sentences about your last task. Draw, point or say instead of writing. Ask someone to read it aloud.
  1. Write one thing that worked.
  2. Write one thing that did not work.
  3. Show or read your three sentences to a partner or your teacher.

Jobs That Connect People

🎯 (CTLS-COL-01)

📌 Explore careers in connecting people and systems

A career is work that you do over many years. Some jobs help people connect with each other and with technology.

Here are three examples:

  • A network technician sets up and fixes Wi-Fi and cables.
  • A community manager looks after an online group and its rules. If a group feels unsafe, tell a trusted adult.
  • A video producer helps people share stories on screen.

Many jobs use skills from this topic.

Try this Pick one job from the list. Draw, point or say instead of writing.
  1. Write one thing the person does each day.
  2. Name one skill from this topic that would help.
  3. Tell a friend or family member which job interests you.
Show what you know Try one of these ways. Say one thing you changed after feedback. Draw a checklist with three ticks. Point to a job and say one thing that person does.