In a previous post, we discussed integrating the Digital Technologies subject into Queensland schools. The aims of the subject include algorithms and branching (also known as decision making). Here we make a project: Digital Technologies Convict Crime and Punishment for years 3-4.

However, most schools already have quite a crowded curriculum. Therefore, the best way to teach Digital Technologies is to integrate them into existing K-6 subjects. Instead of teaching how to create digital solutions as a standalone subject, we can use the specific contexts each subject gives us to our advantage. This method also provides a more meaningful way of applying the Technologies Key Learning Area, by integrating it with other Key Learning Areas.

We will break down our integration of the Digital Technologies subject into a Year 3-4 History class. We will show you how we integrate digital solutions into the topic of convict crime and punishment in colonial Australia.

In a Year 3-4 class, students will design and create a simple multiple-choice quiz on (digital technologies) convict crime and punishment in colonial Australia. Students will implement algorithms that involve branching to do just this, and it will make use of user input to make their game interactive.

Here’s an example of something you could end up with:



Before we go any further, let’s define some of the terms that you might not be familiar with:



Algorithms are step-by-step procedures required for solving a problem. If you’re still not sure what an algorithm is, try reading about it in this article, where we look at computing terms in the context of baking a cake.



Branching involves making a decision between one of two or more actions, depending on sets of conditions, as well as the data provided.

An example of a branching statement.

What is the importance of learning about branching / decision making?

Decisions are an important concept in computational thinking. They allow actions to be changed based on the value of data. An interactive game or quiz where the player must make a choice is a fun way of teaching the concept of branching. This activity can be used to strengthen students’ understanding of computer programming as a series of instructions that can change depending on different user inputs or conditions. The focus is on how computers follow instructional pathways.


User Input

User input is just what it sounds like: it is input from the user. It can be anything from a user selecting an option on a drop-down list, to having the user enter some information into a text box. In the context of the colonial crime and punishment quiz, user input might be getting the user to type in the answer to a question.



Students will use a range of sources to locate and collect information and data about the punishment of convicts in early Australia. Provide students with focus questions to support their research. Here are some examples of what you can ask them:

  • What were the most common forms of punishment for the convicts?
  • What were the reasons for these punishments?
  • Were the methods of punishment the same for both men and women?

Have students work in pairs to record, sort and represent their data using a table, infographic, or a simple graph. Here’s an example of the information represented in a table:


Crimes and punishments in colonial Australia

Gender Punishment Crimes


Neglecting work

Attempting to escape

General misconduct (being rude in the eyes of someone with power)

Torture to force convicts to confess to crimes

Leg irons
Attempting to escape

Attempted murder



Factory work




Head shaved


Disorderliness or disrespect

Solitary confinement
Continual disrespect


Once they have their information all sorted and represented, ask them to use a visual programming language such as Scratch to design and create a simple game or quiz that demonstrates their understanding of convict crime and punishment. Each game or quiz must include decision-making.



Invite the students to share their findings. Encourage students to interact with one another’s games or quizzes.

You can liken the act of a player being required to make choices to the concept of branching — or, in other words, changing our actions based on the value of the data. Ask students to consider the information they had to provide the player to help them make their decision:

  • Was there enough information provided to help them decide which path to take?
  • Was it confusing at any point, trying to decide how to proceed?



This activity evaluates students’ understanding of how to use a simple checklist. You can see how it aligns with the Australian Curriculum Alignment learning requirements for both Digital Technologies and History:

Australian Curriculum Alignment

Digital Technologies

  • Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
  • Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)


Knowledge and Understanding
  • Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)
  • Locate and collect information and data from different sources, including observations (ACHASSI074)Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)

If you would like more information about how to integrate Digital Technologies into your classrooms, you can check out our previous articles on how to integrate it into Foundation – Year 3 classrooms and Year 4-6 classrooms. If you’d like to go one step further, you can find information about how to bring us to your school to deliver teacher PD workshops here.


Check out our free teacher download. Learn to code with Scratch in 30 minutes.

If you’re interested to find out more