F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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 ...
This is the tenth 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 coding concept of functions. Functions can help organise code, reduce repetition and more to be explored later.
This is the final project 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 lesson provides an opportunity to incorporate representation of data using a relevant context being studied in the classroom. Students represent an object using a line drawing, focusing on the features of the object that enable it to be easily recognised. Students experiment with creating representations using an AI ...
This sequence of lessons integrates game design using scratch and a Makey Makey programming board.
This is the fifth 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.
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 ...
In this lesson, students are presented with the challenging problem of measuring a volume of water using containers that are not the exact measurement size. Students will decompose a complex problem into discrete steps, design an algorithm for solving the problem, and evaluate solution efficiencies and optimization in a ...
Natural language processing is growing in importance. We often converse with automatic chatbots for customer service without even knowing. We also use online translation services or mobile apps. But how do these services work? Is there artificial intelligence (AI) in them? Three projects are offered to cater for student ...
In this lesson students use BeeBots and Scratch Junior to synthesize what they know about Bees and are introduced to mapping concepts. This lesson idea was created by Karen Butler.
This is a simple Boolean (true/false) application where its asks the user’s age - if you are over 15 then you can watch G and M rated movies - if you are under 15, then you can only watch G rated movies. This lesson was designed in collaboration with Jason Vearing QSITE (Gold Coast Chapter).
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The teacher assesses the student’s knowledge and skills using the student’s project log, self-reflection and think aloud.
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.
There is also a series of units comprising learning activities, paired with assessment activities and templates that can be used to support use of the Scratch (MIT) platform. The Scratch Creative Computing Guide supports assessment activities with visual programming environments.
This unit of work is intended to teach years 9–10 students basic programming, using general purpose programming language.
In this learning sequence students explore an orchestra and use Makey Makey to make a musical instrument for an ensemble.
Using OzoBots students move an Ozobot about a map with coordinates. This lesson idea was created by Ben Jucius.
In this lesson students will explore the use of Sphero in the everyday world by adding accessories to invent solutions to workplace or other problems or simply by inventing an adaptation to the device. In each case, they are to build the accessory and create the code required for the device to serve a particular purpose. ...
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.