F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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 second 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 make decisions (branching) and identify data types.
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 ...
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.
In this activity, students learn about digital systems and how a circuit works using the Makey Makey toolkit. They sort conductive and nonconductive items into groups using an experimental approach. This lesson idea was created by Rebecca Vivian.
Using OzoBots students move an Ozobot about a map with coordinates. This lesson idea was created by Ben Jucius.
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.
In this lesson we use the game rock, paper scissors to investigate how an AI can recognise your hand gestures. Firstly students create, train and test their own AI model. They import their AI model into a pre-made JavaScript program to modify the computer program to incorporate game play. The level of game play will depend ...
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 ...
Explore geometry through programming, and draw intricate patterns and explosive fireworks! In this challenge, you’ll learn about how computers use angles, parallel lines and geometric transformations to generate the text and images you see on your screen every day. Use what you learn to develop your own fonts, pattern generators ...
This is the third 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 generate and use random numbers.
Students are introduced to Ozoblockly and basic programming concepts. Using Ozoblockly, students program Ozobot to follow a path and travel through a maze that they have created. This lesson idea was created by Steven Payne.
Compare algorithms designed to complete the same task, and evaluate each for efficiency.
Students create algorithms with a condition that tells the computer to repeat a sequence of instructions.
Create a model using snap blocks 1 block high and create a code so someone else can build your model.
In this coding challenge, students learn about programming in JavaScript, including data representation, decomposition, design, branching, iteration, functions, variables, animations, tracing and evaluation.
This lesson sequence uses the well-known wheat/rice and chessboard problem as students use spreadsheets to simulate iteration and to solve problems.
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.
In this coding challenge, students learn about programming in Blockly, including data representation, decomposition, design, branching, iteration, functions, variables, animations, tracing and evaluation.
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.