F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This resource provides strategies for assessing students' ability to interpret, process, analyse and represent data using spreadsheets, pivot tables, plotting data and scripting activities. A link to a data set from a koala hospital provides extensive data for students to use. The resource includes maps, graphs and charts, ...
The Years 9-10 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems activity guide provides a scaffold to teach about and assess students’ understanding of how digital systems can be used to monitor the school environment. Students learn how to create environmental ...
This tutorial shows ways in which environmental factors such as lighting and temperature can be measured and improved using micro:bits and sensor boards, and programmed using pseudocode, visual programming and general-purpose programming.
This tutorial provides step-by-step instructions to support the learning of Scratch, a visual programming language. The tutorial is designed for educators who would like to learn how to use Scratch.
This PDF provides a sequence of activities that allow students to view and create planning templates and algorithms when making 'Choose Your Own Adventure' stories. Older students can use the visual programming language Scratch to build their stories.
The Years 7-8 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems assessment task activity guide can teach and assess students’ understanding of how digital systems can be used to monitor the classroom learning environment. Students will learn how to create environmental ...
This PDF uses colour coding to provide a line of sight between key concepts, content descriptions and achievement standards in the Digital Technologies subject in the Australian Curriculum.
This is the first in a series of lessons to incorporate Graphical User Interfaces (GUIs) into your General Purpose Programming. It follows on from the Visual To Text Coding lesson series.
This lesson sequence provides step-by-step video tutorials and challenges to incorporate Graphical User Interfaces (GUIs) into your General Purpose Programming. It follows on from the Visual To Text Coding lesson series.
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.
This is the fourth 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 resource comprises two activities that allow students to explore the concept of chance in Mathematics. Students use computational thinking while using a micro:bit as a digital system to generate and collect data. Students implement programs involving branching and iteration in visual and general-purpose programming languages.
This lesson sequence intentionally uses a visual based programming tool to introduce designing and validating algorithms. Those students who complete this task can move to code the result in any text based language with which they are familiar.
This workbook provides an introduction to learning the main scripted language Python. It provides introductory information on learning Python using online resources such as Grok Learning and Trinket and how to get started in the world of competitive programming.
This video demonstrates ways in which data can be analysed and visualised. It is the final in a series of four.
This video takes viewers through the transition from visual programming (block-based environments) to general-purpose programming (text based environments). It guides teachers as they assist students to move from block-based programming used in primary schools to general-purpose programming languages used in secondary schools.
This PDF provides a line of sight from content descriptions to achievement standards in the Digital Technologies subject in the Australian Curriculum.
This PDF provides a sequence of activities in which students create algorithms to measure the time taken for a vehicle to travel from a starting line to a finish line. Students connect micro:bits and laser receiver sensors to measure time, then create programs to undertake the timing using visual and general-purpose programming.