F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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 sequence of lessons integrates game design using scratch and a Makey Makey programming board.
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.
The ‘chaos game’ is a way to see how patterns can result from certain random events. Use this program to run the chaos game, randomly moving the turtle to create a pattern. Have students analyse or fill in or change parts of the pencil code program.
Use this program to create an interactive chat bot who answers questions as if she is Lady Macbeth. Have students analyze, fill in or change parts of, or use the program to create their own variation and rendition of a character. This program could be used to further your understanding of how you could use Pencil Code in ...
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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.
In this learning sequence students explore an orchestra and use Makey Makey to make a musical instrument for an ensemble.
Explore the concept of sequencing steps, using Bee-Bots to measure length.
A hands-on activity to practise training and testing an artificial intelligence (AI) model, using cartoon faces, including a discussion about sources of potential algorithmic bias and how to respond to these sources.
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 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.
This lesson sequence allows students to explore design thinking processes to investigate how games are designed, created and played. Students analyse the audience of games, understanding the importance of empathy in the design process. The learning sequence culminates in a showcase: students sharing the games they have ...
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.
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.
Retell a known nursery rhyme using ScratchJr to create an interactive animation.
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.
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.