F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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.
Create a flowchart to represent a sequence of (branching) steps and decisions needed to solve a mathematical problem.
This comprises a collection of sample activities that incorporate visual programming (Scratch) into teaching and learning programs. They show the possibilities Scratch offers for integration. The projects are incomplete and are designed to be used as samples for inspiration or modification by teachers.
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 ...
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 coding challenge, students learn about programming in Blockly, including data representation, decomposition, design, branching, iteration, functions, variables, animations, tracing and evaluation.
This lesson sequence offers an approaches to teaching object-oriented principles using text-based programming. It attempts to address the problem that many of programming languages are too complex and their environments confusing for many students.
The teacher assesses the student’s knowledge and skills using the student’s project log, self-reflection and think aloud.
Compare algorithms designed to complete the same task, and evaluate each for efficiency.
Students create a storyboard to plan a ‘choose your own adventure' story, where the reader is provided with a number of decisions that lead to alternative endings.
Students use a visual programming language to create a game or quiz to help members of a community prepare for a severe weather event.
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 ...
Write a set of instructions that program a Bee-Bot to move to letters to spell out a word on an alphabet grid.
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 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 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.
In this lesson we show how to transition from a visual based programming language to using a text-based programming language using the example of a heads or tails coin toss application.
In this lesson students will be using components of the LilyPad development kit to create a circuit of LED’s that are controlled using a basic Arduino program, written in the Arduino IDE. Starting with a simple sequence of turning a LED on and off, the students can be challenged to choose a piece of music with a steady ...
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.
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.