F-10 Curriculum (V8)
F-10 Curriculum (V9)
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Students create algorithms with a condition that tells the computer to repeat a sequence of instructions.
A game for students to understand how to be safe when using railway and tram crossings. Students will read stories of characters, interpreting the unsafe behaviour shown and creating/placing a sign to remind all crossing users of the safe behaviour. As a learning artefact students produce a report detailing the unsafe ...
This learning activity will help you make connections between yarning and wellbeing programs, and how you can use yarning circles to support respectful, honest and open communication to promote connectedness among students, particularly using the morning circle routine. It is part of a sequence of 8 individual learning ...
This activity introduces children to the idea of a yarning circle and its importance in First Nations Culture. It is part of a sequence of 8 individual learning activities designed to support the meaningful use of yarning circles in learning environments. OUTCOMES of this learning activity are for children to: understand ...
This activity is part of a broader activity sequence that has been developed to help you design, build and use a yarning circle in your school or community. It is part of a sequence of 8 individual learning activities designed to support the meaningful use of yarning circles in learning environments. It will help guide ...
The Careers with STEM Teacher Notes are for teachers, careers counsellors, parents, STEM-based institutions, or mentors that could use the guides to expose and inspire students towards STEM careers.These notes focus on careers with science or careers with health.
These three maths posters show students some of the amazing ways maths is used everyday, and the awesome careers they can pursue with maths. With themes covering Making your own mark, Find a career path, and Why study maths? The posters are inspiring additions to any maths classroom, library or educational space, along ...
This is a website to help teachers implement an Education for Sustainability (EfS) approach in their professional practice. The multi-layered site is organised into five main sections. The first (Steps) identifies four key EfS contexts and provides support for each, including 11 case studies and five teacher profiles that ...
This resource is a series of short videos about teachers using laptops in their high school classrooms. The subject areas covered are English, Mathematics, HSIE, Creative arts and PDHPE.
The Koorie Cross-Curricular Protocols for Victorian Government Schools are applicable to schools intending to develop activities that involve the use of Koorie cultural expressions, including stories, songs, instrumental music, dances, plays, ceremonies, rituals, performances, symbols, drawings, designs, paintings, poetry, ...
This lesson builds on How can an AI recognise what is sees? It focuses on image recognition that involves feature extraction, object detection and classification, and introduces the idea that computers store and use data using 0s and 1s.
This is the second in a series of lessons to incorporate graphical user interfaces (GUIs) into your general-purpose programming. The series follows on from the Visual To Text Coding lesson series.
This learning sequence explores text analysis through Natural Language Processing, a significant application of Artificial Intelligence. Teachers and students are led through a series of video tutorials to develop a Python program that can break down and analyse the content of a complete text and use smart sentiment analysis ...
This is the final in a series of lessons to transition from visual coding to text-based coding with a General Purpose Programming language. See next steps for suggested courses and learning sequences after this lesson. It builds on the coding concept of functions (by introducing the concept of return values. Functions are ...
This is the tenth in a series of lessons to transition from visual coding to text-based coding with a General Purpose Programming language. This lesson may take two to three 45-minute periods. It introduces the coding concept of functions. Functions can help organise code, reduce repetition and more to be explored later.
This is the eighth in a series of lessons to transition from visual coding to text-based coding with a General Purpose Programming language. This lesson may take two to three 45-minute periods. It brings together skills from the previous lessons to design and develop a Higher Lower game, where the player tries to guess ...
This is the seventh in a series of lessons to transition from visual coding to text-based coding with a General Purpose Programming language. This lesson may take two to three 45-minute periods. It introduces iteration (also called loops).
This is the fourth in a series of lessons to transition from visual coding to text-based coding with a General Purpose Programming language. This lesson may take two to three 45-minute periods. It introduces the combining of logical operators and and or for more complex decisions.
This is the first in a series of lessons to transition from visual coding to text-based coding with a general-purpose programming language. This lesson may take two to three 45-minute periods. It introduces how to create variables, get user input and perform maths operations.