F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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.
In this lesson sequence students learn to code separate modules that perform discrete functions but collectively meet the needs of the solution. They select the most appropriate algorithm based on the type of problem.
Use these challenges created by Kylie Docherty, QSITE to provide opportunities for students to learn how to design and follow a series of steps to program Blue-Bot.
Create a model using snap blocks 1 block high and create a code so someone else can build your model.
Students use a visual programming language to create a game or quiz to help members of a community prepare for a severe weather event.
In pairs, explore giving and following a sequence of steps and decisions to build a LEGO® toy.
Retell the story of the Three Little pigs using a light sensing robot such as Ozobot.
In this lesson students learn the features of the five main biomes, and use ClassVR headsets and CoSpaces to design and create a virtual biome to explore. They research and identify the features of a biome and then create their own virtual environment. The resource explores the human impacts on biodiversity and explore ...
This planning resource for Year 5 is for the topic of Follow and create algorithms. Students create, follow, and modify algorithms involving a sequence of steps and decisions to experiment with multiplication and division, factors and multiples, and the relationship of these to divisibility. Students use digital tools such ...
This planning resource for Year 6 is for the topic of Use rules and algorithms. Students generate and investigate patterns using concrete materials, geometric shapes, calculators and spreadsheets. Some examples are growing patterns using dots, cubes or sticks; systematically exploring dividing by 9 or multiplying by 11 ...
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.
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.
Explore the concept of sequencing steps, using Bee-Bots to measure length.
Create a computer program to learn a traditional Aboriginal or Torres Strait Islander language.
Create a game board where the player is provided with a number of decisions. Using Scratch and Makey Makey, students add multimodal elements to the story. These elements are activated using an Ozobot.
Create a flowchart to represent a sequence of (branching) steps and decisions needed to solve a mathematical problem.
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 their own website to record and present their learning. As part of the process students respectfully and constructively comment on each other’s webpage.
This planning resource for Year 9 is for the topic of Algorithms. Students draw upon their knowledge of congruency, transformations and ratios of right-angled triangles and apply creativity, critical thinking and reasoning skills to a sequenced geometric problem. For example, students may design a flow chart to prove the ...
This planning resource for Year 10 is for the topic of Algorithms. Students apply algorithmic thinking to spatial scenarios, drawing upon their knowledge and skills in this area. The value for students is to allow them to mathematically investigate a spatial problem and to design and test an approach to solve the problem. ...