Visual programming – Scratch
Visual programming – Scratch Scratch is a visual programming language that uses graphic elements (or blocks) rather than just text to translate logic. This tutorial provides step-by-step instructions and images to support the learning of this visual programming language. This tutorial is designed for educators who would like to learn how to use Scratch version 2.0. It includes an introductory tutorial and a second tutorial to create a maze game.
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Visual programming - Scratch 2.0 Summary: This tutorial provides step-by-step instructions and images to support the learning of this visual programming language. This tutorial is designed for educators who would like to learn how to use Scratch version 2.0. It includes an introductory tutorial and a second tutorial to create a maze game. Keywords: visual programming, algorithms, implementation Audience: Years 3-8 |
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Visual programming - Scratch 3.0 Summary: This tutorial is designed for educators who would like to learn how to use Scratch version 3.0. It includes an introductory tutorial and a second tutorial to create a maze game. Keywords: visual programming, algorithms, implementation, scratch Audience: Years 3-8 |
General-purpose programming – Python
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Summary: In the Australian Curriculum: Digital Technologies, students are required to study a general-purpose programming language at Years 7 and 8. Python is one example of this type of language. It closely resembles the English language. The tutorial is designed for educators who would like to learn how to use Python. Keywords: general-purpose programming, algorithms, implementation, scratch Audience: Years 7-8 |
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General purpose programming languages Summary: Martin Levins, DTiF Curriculum Officer, takes viewers through the transition from visual programming (block-based environments) to general-purpose programming (text-based environments). This video will guide teachers as they assist students to move on from block-based programming to general-purpose programming languages and understand the similarities between the two programming constructs. Keywords: visual programming, block-based programming, general purpose programming, text-based programming, pseudocode, coding Audience: Years 7-8 |
Connecting Digital Technologies to food and fibre
| Connecting Digital Technologies to food and fibre – Smart gardens I Summary: This vodcast explores how students can develop and apply Digital Technologies knowledge, understanding and skills to create a digital solution through the Curriculum connection: Food and fibre. This vodcast is designed for educators who would like to learn how to use a BBC micro:bit to manage the water requirements of a garden. Keywords: food and fibre, systems thinking, digital systems, visual programming, specification, algorithms Audience: Suitable for Years 5-8 |
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Connecting Digital Technologies to Food and fibre – Smart gardens II Summary: In this video, DTiF Curriculum Officer, Martin Levins, discusses the use of smart garden technologies Keywords: smart gardens, digital systems, food and fibre production 6 key moments in this video
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Connecting Digital Technologies to Food and fibre – Smart gardens III – using Digital Technologies in commercial settings Summary: In this video, DTiF Curriculum Officer, Martin Levins, discusses the use of smart garden technologies on a larger scale in agricultural settings. Topics discussed include control of light, temperature, soil moisture and humidity using digital sensors in commercial agriculture settings. Keywords: smart gardens, digital systems, food and fibre production 6 key moments in this video
Related links: Connecting Digital Technologies to food and fibre Connecting Digital Technologies to food and fibre – Smart Gardens II |
Digital Technologies in focus: Supporting implementation of Digital Technologies and the ICT Capability - F–10
This series of videos is designed to enhance your understanding of the ICT Capability and demonstrates how it is more explicit and foregrounded in the Australian Curriculum: Digital Technologies.
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Part 1: Supporting implementation of Digital Technologies and the ICT Capability Summary: This video shows why the ICT Capability is so important, what we want our students to know and do in relation to the ICT Capability, as well as where in the curriculum it is required. Keywords: ICT Capability Audience: Teachers |
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Part 2: Supporting implementation of Digital Technologies and the ICT Capability Summary: An explanation of the ICT Capability learning continuum and what opportunities teachers are expected to provide for students. Keywords: ICT Capability Audience: Teachers
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Part 3: Supporting implementation of Digital Technologies and the ICT Capability Summary: This video shows how teachers, support staff, students and the wider community can become upskilled in the ICT Capability, how teachers can develop an understanding of what opportunities are available for their students and how students can best demonstrate the ICT Capability across various learning areas. Keywords: ICT Capability Audience: Teachers |
Data knowledge and skills
This series of videos is designed to enhance your understanding of data and its simple manipulation in spreadsheets for Years 5-6 and 7-8. This is demonstrated step by step and in the context of comparing the price of a Big Mac around the world.
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Part 1: Data knowledge and skills tutorial - gathering data Summary: A general introduction to data and how to go about collecting it for use in a spreadsheet. Keywords: data collection Audience: Years 5-8 |
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Part 2: Data knowledge and skills tutorial - authenticating data Summary: An overview of how to authenticate the data you have collected for use in a spreadsheet. Keywords: data collection Audience: Years 5-8
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Part 3: Data knowledge and skills tutorial - structuring data in a spreadsheet Summary: This video is a demonstration of cleaning and structuring data in a spreadsheet. Keywords: data interpretation Audience: Years 5-8 |
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Part 4: Data knowledge and skills tutorial - analysing and visualising data Summary: Once data is collected, authenticated and structure the final step is to analyse and visualise the findings. Keywords: data interpretation Audience: Years 5-8 |
You might also like to explore the DTiF Recorded webinars for more useful videos.
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