F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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 ...
Students design and create a simple game/quiz to demonstrate convict crimes and punishments.
Design your own Australian flag by firstly examining common elements of flags, creating a step by step process (algorithm) to program your design after exploring a ‘block-based’ turtle drawing program such as Pencil Code.
This cross-curriculum resource is designed to introduce Stage 2, 3 and 4 students to the design thinking process through a series of videos and interactive activities. This resource is also downloadable as a SCORM file: the downloaded version will only work if you upload it to a webserver, such as Moodle or Canvas.
This unit of work introduces students to the potential of digital technologies to manage and conserve water resources in Australian agriculture. It assumes that students and teachers have little or no prior programming experience and provides a series of introductory activities to build students' understanding of the basic ...
Bubble Popper is a game that combines computer gaming and sport. Listen to Chad and Joshua as they explain their aim in designing this game. What kind of equipment is needed to play it? Why might it be a good idea to make games that involve physical exertion? Use your imagination and think up your own game that combines ...
In this project, students build their own augmented reality (AR) artwork using free digital tools with Artivive. Students can augment an existing artwork or design their own. This new technology allows artists to create new dimensions of art by linking classical with digital art.
This resource provides strategies for assessing aspects of the Digital Technologies subject in the Australian Curriculum that relate to data using contexts from other learning areas and General Capabilities, including Science, Mathematics, Numeracy and Literacy. The resource includes an assessment planner and rubric, as ...
This PDF provides suggestions for teaching digital systems in the classroom. The resource includes useful links to websites that provide information about digital systems as well as relevant teaching and learning material.
This infographic provides an overview overview of the concepts related to computational thinking.
This PDF provides suggestions for teaching digital systems to students in years F-2. The resource includes useful links to websites that provide information about digital systems as well as relevant teaching and learning material.
This PDF provides a list of suggested books or similar that identify and discuss key concepts, key ideas and related ways of thinking about Digital Technologies.
This PDF provides suggestions for introducing students to algorithms by sequencing words, images and actions.
This PDF outlines a way in which students can use micro:bits and magnets to create and program metal detectors.
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 PDF provides a line of sight from content descriptions to achievement standards in the Digital Technologies subject in the Australian Curriculum.
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 article explores how the relationship between systems thinking and computational thinking would provide a conceptual basis for transformational change – change that considers the social and environmental impact of technology.
Andrew Harris from the Hagley Farm School in Tasmania shares ways in which the school is teaching Digital Technologies and its meaningful use in agriculture . For example, Andrew provides examples of ways students learn about digital systems and data collection.