1. HOW CODING FITS IN TO THE CURRICULUM (AUSVELS)
Coding is a way to engage students in their learning, as well as an assessment tool.
Before coding, students are still engaged in a immersion session on the topic/s being covered. Students then transpose their gained knowledge in to a coded concept either on the computer or on paper.
This can include but is not limited to; moving art, games (Touchdevelop, Microworlds, Scratch), Coding a Robot, Mazes, Information…
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

2. Microworlds Using code in the curriculum
Students learnt about programing in ‘Microworlds’ and then used it to either create a moving piece of art or to show their understanding of time through a representation of day and night.
Mathematics – Measurement and Geometry: Level 7 – Level 10A
Level 7 - Solve problems involving duration, including using 12- and 24- hour time within a single time zone.
Level 6 - Measure, calculate and compare elapsed time.
Digital Technologies: Foundation – Level 10.
Level 7 and 8 - Investigate how digital systems represent text, image and sound data in binary.
Level 7 and 8 - Analyse and visualise data using a range of software to create information, and use structured data to model objects or events.
Level 7 and 8 - Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language.
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

3. MICROWORLDS Using Coding in the Curriculum.
Students created ‘Moving Art’ using code. This engages students, first they have to use paint to create their backgrounds. Then the students change around the ‘turtle’ with stamps and from their, they program the ‘turtle’ to move.
Digital Technologies: Foundation – Level 10.
Level 3 and 4: Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols
Level 3 and 4: Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them
Level 5 and 6: Examine how whole numbers are used as the basis for representing all types of data in digital systems.
Level 7 and 8: Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account
Level 7 and 8: Investigate how digital systems represent text, image and sound data in binary

4. SCRATCH Code in the curriculum
Students used Scratch to represent their knowledge of time. They used the block programing to show time in any way in which they felt was appropriate. There were clocks, day and night, solar systems.
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

5. KODU Coding in the Curriculum.
A free game making software. This uses predefined characters and uses block code in the background. It also gets students enthused as it also works with a PC Xbox controller.
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

6. Moving Art Work
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

7. Moving Art Work – Grade 1.2 Student
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

8. Moving Art Work – Grade 1.2 Student
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

9. Grade 5.6 – Concept of Time
Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

10. Copyright 2016 – Cognitive Robotics – Mr B Eilenberg

11. Copyright 2016 – Cognitive Robotics – Mr B Eilenberg