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jeanie macnamara▸ U3: English Connections

#cserTask2
My art students are migrant refugee and asylum seeker students who are aged between 11 and 20. They have been graded into three English language levels from very little or no English in level 1, through to transition into ESL in level 3.
In the past I have used Shaun Tan’s graphic novel: “The Arrival” in my art classes because of the correlation between its narrative and my students’ own stories. While my focus in the past has been to use th…

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Kelly Warburton▸ U3: English Connections

Living Things Game (Scratch Jr)

My Grade 3 class used Scratch Jr to create a game about living things.

Before programming the game we explored a number of apps and the symbols they use to represent 'home/menu', 'play/start', 'settings' and 'help'. We took screen shots of the symbols and some students created a mind map in Popplet while others used Book Creator to create a table. This exploration allowed them to consider what symbols they might need/use when creating their game.

The home page for the game had…

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Yvonne Harrison▸ U1: Introduction

Hi Everyone
I'm a Deputy Principal in a large primary school in Western Australia. I completed the F-6 MOOC a couple of years back and saw this extension and decided to move on with it. I have been interested in coding for a long time and used to teach LOGO and LEGO Mindstorms when the RCX bricks were around. We have now started to use Scratch, Turtle Blocks and Blockly and I'm looking forward to introducing the new Digital Technologies kits provided by the DOE in W.A. with teachers and students. I'm sure that joining this community will be an enjoy…

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Karen Cloonan▸ U3: English Connections

Task 2: Digital Tech and English.
This is a lesson we used with a Year 6/7 class.
Using a poem or another piece of writing that the student had completed this term, use Scratch to animate the piece of writing. The students will need to use a storyboard to show their thinking and clarify their ideas before starting.
The students also had to create a simple game that is aimed for children under 12. The design will need to include: a written description, aims and rules of the game and sketches of the main game screens.
The outcomes for the lesson was ‘…

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jeanie macnamara▸ U2: Algorithms & Programming

Task 1: Visual Programming
"I have never tried any visual programming before"
While I have worked in Action Script before, I have only used visual programming since starting the CSER courses. I chose to work with the options on the CS First Website and as an art teacher, I chose to set up an Art club and followed up the introductory course with the Discovery Add-Ons.
I'm afraid to say that I got completely engrossed in the introductory lesson, playing for the best part of a day on just the one task!

I can see that digital programming…

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Karen Cloonan▸ U2: Algorithms & Programming

Task 1: Visual Programming. I choice the Blockly program as my coding experience is as an immerging learner, having enrolled in this course I feel I have learnt some very important and useful skills which I can pass on to students. I found the Blockly 10 steps program a challenge as the levels progressed. I realise I am a 'big-picture' person and the precise details required to successfully complete the game required me to think ‘details, details, details’ !! I feel that the Paired Programming suggested, would have assisted me. The Blockly platform was an …

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