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John Sentry▸ U1: Introduction

Hi; I’m John. I am a Secondary School teacher in the rural, by the sea, tourist and fishing town of Lakes Entrance. We are a small school of ~250 students. I am interested in developing a better understanding of the teaching and learning of digital technologies in the later primary schooling years so that my school can support our regional primary schools, and also build on the students achievements in this area from primary into secondary schooling. I am a mathematics, science (and sometimes VCAL) teacher with some responsibilities in ‘Transition’. Over the l…

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Alice Heyne▸ U2: Algorithms & Programming

I have been playing on a variety of apps to use in the classroom involving coding. One game my students loved was CargoBot. I quickly learnt that I also became addicted to playing it!! One area that I found useful is when it allows students the chance to get 1, 2 or 3 stars, which showed what level their code was. Such as if they could have used a repeat button, but didn’t, they would only get 1 or 2 stars. If they used the shortest code they would receive the 3 stars. As coding was a new concept for some students I think I would use the Blocky Games before hand t…

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Timna Garnett▸ U3: English Connections

Using The Lost Thing by Shaun Tan as the focus text, this unit is for years 5-. After reading the book and watching the 15 minute film version, students will evaluate the components of the story (sequence and visual /text focus). Evaluations may use a sequencing story template to break the story down in to components. Students will then (in pairs) plan (using storyboard template), draft (in writing and drawings) and publish their own imaginative and multimodal story for the audience of the school community (ACELY1704; ACELY1714) in the iOS app StoryKit. This app c…

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Jane Batham▸ U2: Algorithms & Programming

Option 2: Next term I will be working with our Year 3 teachers to introduce IF-THEN statements in visual coding. I am still in the "thinking stages" when it comes to designing a challenge to tie it all together, but I am keen to use the Tynker app that they have access to on their iPads. I have written a blogpost that pulls together the resources and lesson ideas I have found so far, and have set myself a challenge to come up with a meaningful challenge for the students using Tynker before the end of the holidays. Any ideas or hints are welcome. 🙂

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Lora Bance▸ U4: Math Connections

#CSERTask3 For this Maths Task I have taken outcomes for Year 6 Maths based on shape and geometry. The link is very obvious, as students use Turtle to understand that Pen Up and Pen Down is like an On/Off Switch, and that coding requires specific sequencing of instructions. Students first learn and understand shapes before creating them on Turtle, they can also make pictures using shapes and then use coding to recreate digitally.

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