F-10 Curriculum (V8)
F-10 Curriculum (V9)
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So, you have your new project in Scratch - now it's time to add a Sprite!
Tell your Sprite where to go - get your Sprite to move in all different directions - left, right, up, down
Record and add your own background sound to your project or choose the sounds from the library like a rattle, a ripple or a pop!
Make your Sprite jump, move, say something or change costume.
Make your project come alive by adding a backdrop - anything from a stage to a snow scene or, just draw your own.
Want to make your own games? Scratch is a programming language, created by MIT, that makes it easy to create interactive art, stories, simulations, and games. Explore your ideas and share your creations online.
You don't want a silent Sprite! Get your Sprite to talk by using the 'say' block.
There are all sorts of sounds you could add to your Scratch project. Give your project that extra 'oomph' by adding sounds.
Snowmen? Spooky Halloween ghosts? The Easter bilby? What images come to mind when you think of Holidays? Get some ideas for your Scratch Holiday Card
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 Mathematics, Numeracy and Literacy. The resource includes an assessment planner and rubric, as well as ...
Meet Kevin Systrom and Piper Hanson as they explain how digital images work. What are pixels, those tiny dots of light, made from? How are colours created and represented? What does Kevin say about the way mathematical functions are used to create different image filters. What is the difference between image resolution ...
This is a unit for Year 3 from the Scope and sequence resources from the DT Hub. The topic of managing a project and communicating online is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students manage a project and follow the problem ...
This sequence of lessons focuses on what a binary number is, what a decimal number is, why binary numbers are important in digital systems and how to read and understand a binary number.
This PDF provides suggestions for organising and classifying discrete items according to different criteria, for example, shape, size, colour and type, and prompts students to identify ways in which school resources have been classified.
This PDF and accompanying cards provide suggestions for ways in which students can identify and explain digital systems in their environment. Students determine whether digital systems include inputs, outputs, or both, and whether they feature software, hardware or peripheral devices. The resource includes useful links ...
This PDF supports the assessment task, Staying fit, healthy and sun-safe. It is the third in a series of four resources.
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.
Simon Collier, Digital Technologies in Focus Curriculum Officer, takes viewers though a lesson from the Digital Technologies Hub exploring how machine learning can be used to organise photographs.
Russell Scott, Co-Founder of multimedia design company Vortals, demonstrates some of the ways he teaches students about augmented reality, virtual reality, 2D, 3D and game design.
This PDF lists eight ways in which Digital Technologies in Focus (DTiF) supported the implementation of Digital Technologies in disadvantaged schools.