F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This is the ninth 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 explores creating powerful programs for managing and analysing data, by combining the previous skills of using loops and working ...
Students are introduced to Sphero and its main features – direction, speed and colour. This lesson allows students to experiment through playing with Sphero and controlling it with the Sphero app. This lesson idea was created by Steven Payne.
Learn how to program a BBC micro:bit using Blockly. No experience required. Learn the basics of programming in Blockly with our full BBC micro:bit simulator.
Learn how to use the Turtle in Blockly to draw and create with code. You'll draw a satellite piece by piece, building up your coding skills and learning advanced programming concepts like loops and functions.
Control a turtle and draw amazing pictures with code. In this challenge you'll learn the fundamentals of programming by using instructions to position a turtle on the screen, drawing lines, patterns and shapes in the same way computers draw images. Computers use the input from users and the environment to give us feedback ...
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 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.
Use blocks to program a micro:bit for sport! Get excited about coding even if you have no experience. You'll use drag-and-drop blocks to write your own programs, and make interactive games and tools to improve your health.
Write programs to solve problems with code and create word games! In this DT Challenge, you'll learn how to play Mad Libs, Questions, Taboo, and Word Chain, and even write your very own Pirate Chatbot! Can you fool your friends into thinking they're talking to a real person? Learn how to create a series of word games with ...
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.
Create a model using snap blocks 1 block high and create a code so someone else can build your model.
Write a set of instructions that program a Bee-Bot to move to letters to spell out a word on an alphabet grid.
Learn about the differences between animals, and how biologists use programming to help them do science! We'll learn about the features of animals, and how to use their differences in order to classify them. So hop in and learn some science!
This is the sixth 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 builds on the previous introduction to arrays (also called lists) and brings in the length property.
This series of lessons is to help students to transition from visual coding to text-based coding with a general-purpose programming language. This section provides the basics in order to use the programming environments: Scratch, Python and JavaScript.
The soil moisture sensor project integrates science understandings and computational thinking to solve a problem about sustainable watering practices. This lesson was devised by Trudy Ward, Clarendon Vale Primary School, Tasmania.
This sequence of lessons explores how to incorporate user input, decision-making and loops in programming using the context of a shopping experience, particularly the checkout. It combines data in the form of a barcode and programming choices.
Students explore a sequence of steps using Bee-Bots in the context of familiar narratives. They navigate a Bee-Bot to events within the story, first as a whole class and then in small groups. This activity can be integrated with English and the exploration of narratives. This lesson idea was created by Rebecca Vivian.
Students use a visual programming language to create a game or quiz to help members of a community prepare for a severe weather event.
There is also a series of units comprising learning activities, paired with assessment activities and templates that can be used to support use of the Scratch (MIT) platform. The Scratch Creative Computing Guide supports assessment activities with visual programming environments.