Years 9–10 Data & Information

These are free worksheets for the Data and Information strand of the Victorian Curriculum Digital Technologies, Levels 9–10: data compression, representing online documents, acquiring and analysing data, creating interactive content with emerging tools, managing projects, and applying the Australian Privacy Principles.

This page lists the 35 modules written for Years 9–10: redundancy, lossless and lossy compression, run-length encoding, dictionary compression and compression ratios; content, structure and presentation, stylesheets, heading hierarchy, Markdown and word processor styles; linking an online form to a spreadsheet, IF, COUNTIF and SUMIF; emerging tools, embedded audio and video, hotspots, captions and testing interactive content with an audience; Kanban boards, project risks and iterative cycles; and APP 12 and 13, privacy policies, auditing a system's data, managing a digital footprint and privacy by design. Each module includes real practice questions and a full answer key.

Each content description has its own journey below, and these also reuse Years 5–6, HTML & CSS and VCE data modules where the topic is the same, so each journey is a complete course. Teachers can assign one content description at a time, with progress tracking, class sprints and badges.

Add this whole curriculum to your class, or just the modules your unit needs — Cloodit tracks who's stuck automatically.

Add to class →

Data compression — VC2TDI10D01 (11 modules)

Redundancy: repeated data that can be shortened Repeated or predictable data, like a run of the same letter or colour, that can be stored in a shorter form without losing any information.

Lossless compression Shrinks a file so the exact original data can be rebuilt perfectly, with nothing lost. ZIP and PNG use it. Needed for text and programs.

Lossy compression Shrinks a file by permanently throwing away detail people are unlikely to notice, so the original can't be rebuilt exactly. JPEG and MP3 use it.

Run-length encoding: encoding text Run-length encoding: each run of identical characters becomes a count then the character, so AAAABBB is written 4A3B. A single character is written 1X.

Run-length encoding: decoding Decoding run-length data: read each count then its character, and write that character that many times. 3C means CCC and 2D means DD, so 3C2D expands back to CCCDD.

Run-length encoding of a pixel image Compress a black-and-white image by writing each row as counts of same-coloured pixels in a run, starting with white. Row 00000 111 00 becomes 5,3,2. Counts can rebuild the grid.

When run-length encoding makes data bigger When data has few repeats, run-length encoding adds a count to every character, so the result can be longer than the original. It only saves space when the data has long runs.

Dictionary (substitution) compression Give each repeated word or phrase a short code, store the code table once, then replace every repeat with its code so the data takes up fewer characters.

Shorter codes for frequent characters Gives common characters short bit codes and rare ones longer codes, so a whole message uses fewer bits than if every character used the same fixed number of bits.

Calculating compression ratio and space saved Original size divided by compressed size. Percentage saved = (original - compressed) / original x 100. Example: 10 MB down to 2 MB is a ratio of 5 to 1, saving 80%.

Choosing a compression format for a task Pick lossless (PNG, ZIP, FLAC) when every detail must be kept. Pick lossy (JPEG, MP3, MP4) when a smaller file matters more than perfect quality.

Just this content description: the Data compression journey · Add VC2TDI10D01 to a class →

Representing online documents — VC2TDI10D02 (6 modules)

Content, structure and presentation of a document The three layers of a web page: content is the text and media, structure is the HTML that labels each part, and presentation is the CSS that controls how it looks.

Restyling one document with a different stylesheet Change which stylesheet this tag points to and the same HTML looks totally different, because presentation lives in the CSS file, not in the content.

Why separating content, structure and presentation matters Keeping content, structure (HTML) and style (CSS) apart so one document can be restyled fast, suit any screen, and be understood by search engines and screen readers.

Heading hierarchy as a document outline Heading tags that nest in order with no skipped levels: one h1 for the page title, h2 for sections, h3 for subsections. This forms an outline that people and screen readers can navigate.

Markdown: lightweight markup for structure A way to mark structure in plain text using symbols, like # for a heading, - for a list item and ** for bold. The text is later converted into HTML.

Styles in a word processor as structure and presentation A named set of formatting, like Heading 1 or Normal, that labels what a paragraph is. Edit the style once and every paragraph using that style changes at once.

Just this content description: the Representing online documents journey · Add VC2TDI10D02 to a class →

Acquiring, storing and validating data — VC2TDI10D03 (3 modules)

Linking an online form to a spreadsheet A spreadsheet linked to an online form. Each submitted response becomes a new row, each question is a column, and a timestamp column records when it was sent, giving data ready to use.

The IF function in a spreadsheet Checks a condition, like B2>=50, and shows one result if it is true and another if it is false. Text results go in quotes, and you can copy it down a column.

COUNTIF and SUMIF COUNTIF counts the cells in a range that meet a condition. SUMIF works the same way but adds up the values that meet it. Example: count every 'Yes' in C2:C50.

Just this content description: the Acquiring, storing and validating data journey · Add VC2TDI10D03 to a class →

Interactive content with emerging tools — VC2TDI10D05 (7 modules)

Emerging digital tools A new or fast-changing technology, like an AI assistant, online whiteboard or interactive-video maker, that creators use to make and share content in new ways.

Selecting a tool for an audience and purpose Choosing a tool because its features match what the content must do and who will use it, then justifying the choice with reasons like ease of use, device support and cost.

Embedding audio and video with HTML The <video> element embeds a video in a page. Its src attribute gives the file, and controls adds play and pause buttons. The <audio> element works the same way for sound.

Navigation and hotspots in interactive content A link that jumps the viewer to another page or section when clicked, so they choose their own path through interactive content. Use #id to jump to a section.

Captions and transcripts for audio and video Captions show spoken words as on-screen text. A transcript is the full text of audio or video. Both help deaf, hard-of-hearing and no-sound viewers. Always check auto-captions.

Testing interactive content with its audience Watching real members of your audience use your content on a phone and a computer, then recording what confused them and what to change.

Publishing and sharing interactive content The options that control who can open your work and what they can do: view, comment or edit. Check them and links, and credit reused media.

Just this content description: the Interactive content with emerging tools journey · Add VC2TDI10D05 to a class →

Project management — VC2TDI10D06 (3 modules)

100

Kanban boards A board where each task is a card that moves through columns like To do, Doing and Done, so the whole team can see the project's status at a glance.

103

Identifying project risks Something that might go wrong and harm a project plan, such as a late deadline, a tool failing or a team member being absent. Risks are listed before they happen.

106

Planning an iterative project cycle A project done in short repeating cycles of plan, build, test and review. Feedback from each cycle is used to update the task list and schedule for the next one.

Just this content description: the Project management journey · Add VC2TDI10D06 to a class →

Data privacy and the Australian Privacy Principles — VC2TDI10D07 (5 modules)

123

APP 12 and 13: access to and correction of personal information Rights to ask an organisation for access to the personal information it holds about you (APP 12) and to have it corrected if it is wrong or out of date (APP 13).

127

Reading a privacy policy A statement of what personal information a system collects, why, who it is shared with, and how you can access or correct it. Read it for these four points.

128

Auditing the data an existing system collects A list of every item of data a system collects, both typed in by the user and gathered passively (permissions, cookies, location), with the reason for collecting each item.

130

Managing and reducing your digital footprint Searching your own name, deleting old accounts and posts, tightening privacy settings and limiting app permissions to shrink your footprint, though copies others made may remain.

132

Privacy by design for a student solution Building privacy into a solution from the start: collect minimal data, use anonymous IDs, make settings private by default and plan how data will be deleted.

Just this content description: the Data privacy and the Australian Privacy Principles journey · Add VC2TDI10D07 to a class →

Printable Years 9–10 Data & Information Crosswords & Word Searches

Built from the key terms of each block of modules, every one with a full answer key. All free printables →

✎

Crossword: Data compression (Modules 6–16) 10 clues · Redundancy: repeated data that can be shortened, Lossless compression, Lossy compression, Run-length encoding: encoding text and more

✎

Crossword: Data compression to Acquiring, storing and validating data (Modules 17–51) 10 clues · Choosing a compression format for a task, Content, structure and presentation of a document, Restyling one document with a different stylesheet, Why separating content, structure and presentation matters and more

✎

Crossword: Interactive content with emerging tools to Data privacy and the Australian Privacy Principles (Modules 83–132) 10 clues · Emerging digital tools, Selecting a tool for an audience and purpose, Embedding audio and video with HTML, Navigation and hotspots in interactive content and more

🔎

Word Search: Data compression to Data privacy and the Australian Privacy Principles (Modules 6–132) 21 words to find · Redundancy: repeated data that can be shortened, Lossless compression, Lossy compression, Run-length encoding: encoding text and more

Journeys using these modules

Or build your own Journey from any of these modules →

Frequently Asked Questions

Are these worksheets free?

Yes — every worksheet and its answer key is free to view, download, and print, with no account required to access any individual module.

Do I need an account?

No account is needed to view or print a worksheet. A free teacher account adds extras like assigning modules to a class and tracking progress automatically — it takes under three minutes to set up and doesn't need a credit card.

What year level is this for?

This curriculum is aligned to the Australian Curriculum (ACARA) and Victorian Curriculum, spanning roughly Years 3 to 10 — from first sequencing and variables through to object-oriented programming and advanced data structures. Start wherever matches your class's current level; each module builds on the last.

Can I print them?

Yes — every module has a one-click Print Worksheet button that generates a printable page with the practice questions and a full answer key.

Is this aligned to a curriculum?

Yes — the module sequence is mapped to the Australian Curriculum (ACARA) and Victorian Curriculum, and a class's progress is reported back against those curriculum bands (e.g. ACARA Years 5–6 sequencing and iteration, Years 7–8 functions and data structures), not just a generic difficulty scale.

Can students use this without a teacher?

Yes — students can start any module and practice directly, no class or account required. Joining a teacher's class with a class code adds progress tracking, class badges, and live Sprints, but isn't needed to work through the worksheets or modules solo.

Do I need to know Years 9–10 Data & Information myself to teach this?

No — every module comes with a full worked answer key, and Cloodit tracks who's stuck automatically, so you don't need to solve each exercise yourself before assigning it or be able to debug a student's work line by line.

Cloodit turns curriculum-aligned coding content into journeys students work through one biome at a time.

Students earn collectable badges

Over 100 of them, across seven natural biomes.

Study Buddy

Students build a real study resource

Turns their work into revision material ready for Flash Cards and Exam study.

Diamond Dash — one of Cloodit's live, competitive Sprint games

Students lock in with Sprints

Live, competitive practice for the start of the lesson or a teacher-led lesson finisher.

A Cloodit certificate of achievement, ready to personalise and print

Custom printable certificates

Honour your top performers, or encourage a student who's trying hard — ready to print in seconds.

Add to class →

For Teachers

Set this curriculum for your class and see who needs help, automatically.

Create a free teacher account →

No credit card. No setup fee. Make a class and invite students in under three minutes.

For Students

Practice this topic interactively, track progress, and unlock badges.

Start Learning Free →

Have a class code?