F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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.
Students create algorithms with a condition that tells the computer to repeat a sequence of instructions.
This lesson will explore how to program the Sphero using functions and show the benefits of decomposing the behaviour of the Sphero into functions, instead of writing line by line repeated behaviours. This lesson idea was created by Celia Coffa.
Students are introduced to Ozobot and how drawing lines and colour codes can control it. This lesson allows students to experiment with different lines and codes to create a path for Ozobot to follow. This lesson idea was created by Steven Payne.
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 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.
During this lesson, students will be required to consider the functions of the Bee-Bot and how a user can interact with this device. Students are asked to design a course challenge for another user which will result in the Bee-Bot, with a pin attached, reversing into a balloon to pop it. This lesson idea was created by ...
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 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 fifth 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 and use arrays (also called lists).
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.
This lesson sequence provides a bridge between visual coding (eg. Scratch) and General Purpose Programming languages (eg. Python or JavaScript). This resource is most suitable if you have never done General Purpose Programming and/or you benefit from slow-paced, step-by-step video tutorials.
Play a variation of the game ‘Simon Says’ to develop understanding of sequencing and instructions in programming.
Create a model using snap blocks 1 block high and create a code so someone else can build your model.
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.
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.
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 ...
The teacher assesses the student’s knowledge and skills using the student’s project log, self-reflection and think aloud.
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 ...