Select a topic across a two year cycle
Recommended any combination of three topics per year.
Choose a combination of units that suits your students and context.
Cycle one (Year 3)
Cycle one (Year 4)
Cycle one (Year 3)
| Jan | Jun | Dec | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Cycle one (Year 4)
| Jan | Jun | Dec | |||||||||
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Introduction to programming
Overview
Students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.
Achievement standards
Students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.
Australian Curriculum
This topic enables students to
- follow algorithms to determine their purpose and predict outcomes
- describe and create an algorithm that includes branching and repetition
- create a program following an algorithm that includes branching and repetition.
Watch this video for a quick overview of the unit and how to use its resources with your students.
Assessment View assessment advice
Achievement standard
Digital Technologies: years 3–4
By the end of Year 4, students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.
Use this Program my sprite task to assess students’ knowledge, skills and processes related to basic programming.
Use this Game time task to assess students’ knowledge, skill and processes related to designing a game represented as an algorithm.
Rubric
Use this rubric to assess student skills, processes and knowledge.
Control structures (branching and iteration)
This rubric provides benchmarks for assessing different levels of complexity and proficiency in:
- understanding of programming blocks, specifically focusing on control structures
- identifying branching and iteration
- using branching, iteration and user input in programming tasks.
| 1 (limited) | 2 (basic) | 3 (proficient) | 4 (advanced) | |
|---|---|---|---|---|
| Knowledge of visual programming blocks | shows a limited understanding of visual programming blocks | names some visual programming blocks or describes their purpose | describes the purpose of the visual programming blocks and gives relevant examples to support their understanding | consistently describes the purpose of the visual programming blocks and gives relevant examples to support their understanding that illustrate blocks to enable input, make decisions based on comparing data, and include repeat steps |
| Identifies control structures: investigating sample visual programs | with guidance shows a limited ability to describe or identify blocks in given examples and with support can interpret the sequence of steps | identifies most block types in given examples and interprets the sequence of steps | consistently identifies block types correctly in simple program examples; interprets the sequence of steps and identifies user input, decisions (branching) and repeat steps (iteration) | shows a high level of accuracy in identifying block types of a range of visual programs; interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration; explains ways to enable input and make decisions and automate repeat steps |
| Producing and implementing visual programs | with guidance, creates a program in a sequence of steps to perform a basic task with limited opportunity for user input | creates a program with user input in a sequence of logical steps | creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice | creates a program with user input in a sequence of logical steps that includes a decision (branching) and iteration (repeat steps); enables input and decisions and automates repeat steps |
Unit sequence
This topic offers 4 sequential units
Unit 1
Algorithms
Students draw on computational thinking to follow and design algorithms with branching and repetition.Unit 2
Programming a sequence
Students use a visual programming environment like Scratch or code.org’s programming challenges to learn the basics of programming.Unit 3
Branching and iteration
Students implement algorithms as visual programs involving user input, branching and repetition.Unit 4
Branching that result from a comparison
Students implement visual programs with branching that result from a comparison.Algorithms
What is this about?
Algorithms are step-by-step instructions for solving a problem or performing a task. In Digital Technologies exploring algorithms is a way to establish the guiding logic for computer programs. An algorithm can describe a sequence of steps and decisions. Sequencing refers to placing the steps to be performed in order, one after another. Branching involves making decisions resulting in following different paths based on specific conditions. An example is in a multiple-choice quiz – the user selects the correct answer and gets positive feedback and moves to next question, else the user gets feedback to try again!
Content description
Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02
This sequence enables students to:
- describe an event using a sequence of steps and decisions
- follow and create algorithms that include decisions
- identify repeating patterns and use loops to make their algorithms more concise.
Resources to include
Resources to introduce
-
![Sequencing | Lesson 3 | Camp coding campImage]()
Sequencing | Lesson 3 | Camp coding camp
Find out more -
![coding@home TV – Primary 2 – Designing an algorithm Image]()
coding@home TV – Primary 2 – Designing an algorithm
Find out more -
![Program your teacher to make a jam sandwich (sandwich bot) Image]()
Program your teacher to make a jam sandwich (sandwich bot)
Find out more -
![Real-life algorithms: paper planesImage]()
Real-life algorithms: paper planes
Find out more
Years 3–4 Sequencing | Lesson 3 | Camp coding camp
Use this video to introduce algorithms with a sequence of steps.
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
4 minutesEnables students to:
- describe an algorithm that includes branching and repetition.
Years 3–4 coding@home TV – Primary 2 – Designing an algorithm
Use this video to introduce algorithms with branching and repetition (iteration).
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
24 minutesEnables students to:
- describe an algorithm that includes branching and repetition.
Years 3–4 Program your teacher to make a jam sandwich (sandwich bot)
Use this video to explain the need for concise, clear and accurate instructions for a robot or computer to follow.
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
4 minutesEnables students to:
- describe an algorithm that includes branching and repetition.
Years 3–4 Real-life algorithms: paper planes
This lesson uses the making of a paper plane to explore algorithms by putting images in their correct order.
Requires
- printed worksheet
Suggested time
1 hourEnables students to:
- arrange sequential events into their logical order of steps.
Resources to develop and consolidate learning
Years 3–4 Introducing algorithms
In this sequence of lessons, students design a sequence of steps for others to follow. They convey their instructions to peers and evaluate the work of others to determine if the outcome was successful.
Requires
- printed worksheets
Suggested time
1 hourEnables students to:
- design a sequence of steps (using words and symbols) for others to follow
- follow and describe algorithms
- evaluate the sequences of others to determine if the outcome was successful.
Years 3–4 Take a LEGO building challenge
In pairs, explore giving and following a sequence of steps and decisions to build a LEGO® toy.
Requires
- 3in1 LEGO® toy kit or a similar construction kit with instructions
Suggested time
1 hourEnables students to:
- follow and describe algorithms
- create an algorithm that includes branching and repetition.
Resources to extend and integrate learning
-
![Algorithms for First Nations Australian gamesImage]()
Algorithms for First Nations Australian games
Find out more -
![Algorithms: Ngarrindjeri weavingImage]()
Algorithms: Ngarrindjeri weaving
Find out more -
![Have fun with flowcharts Image]()
Have fun with flowcharts
Find out more -
![Plan a]()
Plan a 'choose your own adventure' story
Find out more
Years 3–4 Algorithms for First Nations Australian games
In this lesson, we explore algorithms and how they can be used to provide instructions to play a First Nations Australian instructive game. We also learn about aspects of First Nations cultures.
Requires
- Internet access, computers, laptops or tablets /interactive whiteboard to view teachers slides as a class.
- teacher slides
- download game instructions
Suggested time
1 hourEnables students to:
- order instructions with branching and iteration of a game in a correct sequence
- create and follow an algorithm represented as a flow chart.
Years 3–4 Algorithms: Ngarrindjeri weaving
In this lesson, students practice following and giving accurate instructions, identifying errors, and iterating their instructions to improve clarity of information.
Requires
- Internet access
- computers, laptops or tablets /interactive whiteboard to view video as a class.
- Video: Weaving - Everything Is Connected
Suggested time
1-2 hoursEnables students to:
- transfer details of a process shared with them into a sequence of instructions
- create a set of directional instructions in the form of a flowchart.
Years 3–4 Have fun with flowcharts
Create a flowchart to represent a sequence of (branching) steps and decisions needed to solve a mathematical problem.
Requires
- large sheets of paper for recording
Suggested time
1 hourEnables students to:
- create an algorithm that includes branching.
Years 3–4 Plan a 'choose your own adventure' story
Students create a storyboard to plan a ‘choose your own adventure' story, where the reader is given a number of decisions that lead to alternative endings.
Requires
- large sheets of paper for recording
Suggested time
2 hoursEnables students to:
- create an algorithm that includes branching and repetition.
Further reading and professional learning
Programming a sequence
What is this about?
At the beginner level of programming, use a visual programming environment like Scratch, Microsoft MakeCode or code.org’s programming challenges to learn the basics of programming. Students can turn basic algorithms into a working computer program. They arrange blocks to execute steps in a specific order. They can create a basic program where the sprite (character) responds to events, moves in different directions, based on user input. User input involves information from the person using the program, often obtained through keyboard or mouse actions. For instance, the program can ask for the user's name with the question 'What's your name?' and then use that input in the program. As they grasp the basics and familiarise themselves with the range of visual blocks, students can move on to creating more advanced programs.
Content descriptions
Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02
Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04
This sequence enables students to:
- identify and explain what the basic visual blocks do in a program
- create a program that executes steps in a specific order
- create a basic program where the sprite (character) responds to user input.
Resources to include
Resources to introduce
-
![Conditions | Lesson 6 | Camp coding campImage]()
Conditions | Lesson 6 | Camp coding camp
Find out more -
![Loops | Lesson 5 | Camp coding campImage]()
Loops | Lesson 5 | Camp coding camp
Find out more -
![Express course (2023)Image]()
Express course (2023)
Find out more -
![Getting started with Scratch: your first Scratch project Image]()
Getting started with Scratch: your first Scratch project
Find out more -
![Scratch: Get started – Grok Academy Image]()
Scratch: Get started – Grok Academy
Find out more -
![A-maze-ing lesson plan for Scratch – Barclays Code PlaygroundImage]()
A-maze-ing lesson plan for Scratch – Barclays Code Playground
Find out more -
![Introduction to algorithms in Scratch – Barclays Code PlaygroundImage]()
Introduction to algorithms in Scratch – Barclays Code Playground
Find out more -
![Scratch: Get moving – Grok Academy Image]()
Scratch: Get moving – Grok Academy
Find out more
Years 3–4 Conditions | Lesson 6 | Camp coding camp
Use this video to introduce conditional statements, which are a form of branching in programming.
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
4 minutesEnables students to:
- describe an algorithm that includes branching and repetition
- describe ways to program a sequence that includes branching.
Years 3–4 Loops | Lesson 5 | Camp coding camp
Use this video to introduce loops as a form of iteration in programming.
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
4 minutesEnables students to:
- describe an algorithm that includes branching and repetition
- describe ways to program a sequence that includes repetition.
Years 3–4 Express course (2023)
Provide students with these self-paced courses that can be used as a starting point to learn fundamentals of programming using a supportive environment as they progress through scaffolded challenges.
Requires
- internet access
- computers, laptops
Suggested time
1 hour (per course)Enables students to:
- describe the function of familiar programming blocks
- select the correct sequence of blocks to solve a programming challenge.
Years 3–4 Getting started with Scratch: your first Scratch project
This tutorial will help students program using Scratch to program a simple project.
Requires
- laptops or desktop computers
- access to https://scratch.mit.edu
Suggested time
1 hourEnables students to:
- create an algorithm and implement as a program in Scratch
- describe basic blocks used in programming.
Years 3–4 Scratch: Get started – Grok Academy
In this step-by-step course students learn to create a project using Scratch, and to control a sprite using a sequence of instructions.
Requires
- register for free use of this tutorial and assign students to this task
- internet access
- computers, laptops
Suggested time
1–2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- control a sprite using a sequence of instructions.
Years 3–4 A-maze-ing lesson plan for Scratch – Barclays Code Playground
The lesson introduces basic computational thinking and programming concepts by asking the class to create a maze game.
Requires
- something to use as a blindfold
- pencil and paper
- laptops or desktop computers
- access to https://scratch.mit.edu
Suggested time
45 minutesEnables students to:
- describe the instructions of a visual programming language and predict the outcome of a program written using the language
- build a simple program in Scratch to carry out a given task.
Years 3–4 Introduction to algorithms in Scratch – Barclays Code Playground
Use this simple lesson plan and accompanying guide to introduce the basics of algorithms. Ideal for students who are just starting out with computing and a first step to understanding how computers work.
Requires
- pencil and paper
- laptops or desktop computers
- access to https://scratch.mit.edu
Suggested time
45 minutesEnables students to:
- explain what an algorithm is and how they relate to real life and computer programs
- create an algorithm and program in Scratch.
Years 3–4 Scratch: Get moving – Grok Academy
In this step-by-step course students learn about how to move and position sprites in their Scratch projects.
Requires
- register for free use of this tutorial and assign students to this task
- internet access
- computers, laptops
Suggested time
1-2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- move and position sprites in a Scratch project
- create instructions using x- and y- coordinates to make a sprite move, glide and draw lines.
Resources to develop and consolidate learning
-
![Arcade gamesImage]()
Arcade games
Find out more -
![Creative Computing CurriculumImage]()
Creative Computing Curriculum
Find out more -
![Welcome to CS First Image]()
Welcome to CS First
Find out more -
![Monster maker! (Blockly - short) Image]()
Monster maker! (Blockly - short)
Find out more
Years 3–4 Arcade games
Use these tutorials which include support for beginners as they program simple games.
Requires
- free use of this tutorial or sign in to save project
- internet access
- computers, laptops
- access to arcade.makecode.com
Suggested time
1 hour per gameEnables students to:
- with guidance, create a computer program for a simple game.
Years 3–4 Creative Computing Curriculum
Use this collection of ideas, strategies and activities to give students an introductory computing experience using the Scratch programming language.
Requires
- computers, laptops or tablets
- access to Scratch 3.0 desktop version or similar visual programming language
Suggested time
1-2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- move and position sprites in a Scratch project.
Years 3–4 Welcome to CS First
Select from four fun projects that introduce the core elements of Scratch and foundational coding skills.
Requires
- computers, laptops or tablets
- access to Scratch 3.0 via CS First platform (free registration or can continue without sign in; however, the project won’t save)
Suggested time
1–2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- move and position sprites in a Scratch project.
Years 3–4 Monster maker! (Blockly - short)
Use visual programming blocks to write your own programs, learn about sequence and ordering, and create fun monster characters!
Requires
- register with Grok for free use of this tutorial and assign students to this task
- internet access
- computers, laptops or tablets
Suggested time
1–2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- move and position sprites in a Scratch project.
Resources to apply and extend learning
Years 3–4 Scratch maze – Grok Academy
Using Scratch, students create a maze and use their programming skills to control a sprite and navigate the maze.
Requires
- register for free use of this tutorial and assign students to this task
- internet access
- computers, laptops
Suggested time
1–2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- control a sprite using a sequence of instructions.
Years 3–4 Visual programming with Scratch (years 3–6)
This resource comprises a collection of sample activities that incorporate visual programming (Scratch) into teaching and learning programs.
Requires
- computers, laptops or tablets
- access to Scratch 3.0 desktop version or similar visual programming language
Enables students to:
- create an algorithm and implement as a program in Scratch
- control a sprite using a sequence of instructions.
Further reading and professional learning
Years 3–4 Programming infographic: Years 3–6
Use this infographic as a guide to view ways programming is covered for years 3–6.
Suggested time
30 minutes
Branching and iteration
What is this about?
Once students have a basic understanding of the fundamentals of programming, they can progress to more advanced programming concepts. This includes exploring branching, where decisions direct the program's flow, and repetition loops, which enable the execution of specific actions iteratively. These elements give students the tools to create more intricate and sophisticated programs.
Content descriptions
Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02
Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04
This sequence enables students to:
- identify and explain what the repeat blocks do in a program
- create a program that uses a repeat command
- explain ways to provide decisions that enable the user to choose more than two different paths
- create a program that includes decisions that enable the user to choose more than two different paths.
Resources to include
Resources to introduce
-
![coding@home TV – Primary 4 – branching and repetition using ScratchImage]()
coding@home TV – Primary 4 – branching and repetition using Scratch
Find out more -
![Introduction to loops in Scratch – Barclays Code PlaygroundImage]()
Introduction to loops in Scratch – Barclays Code Playground
Find out more -
![Introduction to conditionals in Scratch – Barclays Code PlaygroundImage]()
Introduction to conditionals in Scratch – Barclays Code Playground
Find out more
Years 3–4 coding@home TV – Primary 4 – branching and repetition using Scratch
Use this video to explain how to include branching and repetition to make a Scratch program more interactive and to give the user choices.
Requires
- internet access
- computers, laptops or tablets; or view as a class on interactive whiteboard
Suggested time
24 minutesEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user to choose different paths.
Years 3–4 Introduction to loops in Scratch – Barclays Code Playground
In this lesson students learn about loops (a form of iteration) through dance (includes a video tutorial).
Requires
- computers, laptops or tablets
- access to Scratch 3.0 desktop version or similar visual programming language
Suggested time
1 hourEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user
- create a program following an algorithm that includes branching and iteration.
Years 3–4 Introduction to conditionals in Scratch – Barclays Code Playground
In this lesson students learn about conditional statements (branching) using a ‘Rock, paper scissors’ game (includes a video tutorial).
Requires
- computers, laptops or tablets
- access to Scratch 3.0 desktop version or similar visual programming language
Suggested time
2 hoursEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user
- create a program following an algorithm that includes branching and iteration.
Resources to develop and consolidate learning
-
![What makes computer games good?Image]()
What makes computer games good?
Find out more -
![Designing a mini-gameImage]()
Designing a mini-game
Find out more -
![Getting started with Scratch ControlImage]()
Getting started with Scratch Control
Find out more -
![Lesson 1: code with Anna and ElsaImage]()
Lesson 1: code with Anna and Elsa
Find out more -
![Moana Hour of codeImage]()
Moana Hour of code
Find out more
Years 3–4 What makes computer games good?
Use this resource as a way of supporting students to design and program their own game.
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
30 minutesEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user
- create a program following an algorithm that includes branching and iteration.
Years 3–4 Designing a mini-game
In this learning sequence, students are guided to design a mini-game for a targeted audience. They use a template to plan and record their ideas for their game, considering the main characters, theme and goal for their game. Students program their game using Scratch or a similar visual programming platform. Sample Scratch programs are provided for students to remix.
Requires
- internet access
- computers, laptops or tablets
- register for free use of Scratch 3.0
Suggested time
2–4 hoursEnables students to:
- design a mini-game that has a clear purpose and is designed for a particular audience
- use branching and iteration to control the flow of their program.
Years 3–4 Getting started with Scratch Control
This guide provides a description of control blocks including decisions and iteration (repetition).
Requires
- internet access
- computers, laptops or tablets
Suggested time
1 hourEnables students to:
- describe how control blocks are used in programming
- describe ways to use conditions to make decisions
- describe ways to repeat parts of a program.
Years 3–4 Lesson 1: code with Anna and Elsa
Use this interactive course to introduce loops (iteration) and decisions (branching).
Requires
- register for free use of this tutorial and assign students to this task
- internet access
- computers, laptops or tablets
Suggested time
1 hourEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user
- select the correct sequence of blocks to solve a programming challenge.
Years 3–4 Moana Hour of code
Use this interactive course to introduce loops (iteration) and decisions (branching).
Requires
- internet access
- computers, laptops
- access to code.org (course includes sound; headphones may be needed)
Suggested time
1–2 hoursEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user
- select the correct sequence of blocks to solve a programming challenge.
Resources to apply and extend learning
-
![Design a quiz - Convicts: crime and punishmentImage]()
Design a quiz – convicts: crime and punishment
Find out more -
![Note the music Image]()
Note the music
Find out more -
![Logo]()
Logo's turtle – Turtle Academy
Find out more -
![Pencilcode: firstImage]()
Pencilcode: first
Find out more
Years 3–4 Design a quiz – convicts: crime and punishment
Students design and create a simple game or quiz to demonstrate convict crimes and punishments.
Requires
- Access to Scratch 3.0
- internet access
- computers, laptops
Suggested time
1–2 hoursEnables students to:
- create an algorithm and implement as a program in Scratch
- create a program that includes user input and branching.
Years 3–4 Note the music
Students can make their own instrument that plays a particular note for a set beat; for example, when a piano key is pressed or a guitar string is strummed or a drum skin is hit.
Requires
- computers, laptops or tablets
- access to Scratch 3.0 desktop version or similar visual programming language
Suggested time
2 hoursEnables students to:
- explain what the repeat blocks do in a program
- explain ways to provide decisions in a program that enable the user to interact with the program
- create a program following an algorithm that includes branching and iteration.
Years 3–4 Logo's turtle – Turtle Academy
Use this self-paced interactive tutorial to control the turtle using Logo commands and introduce repetition (iteration).
Requires
- internet access
- computers, laptops
- access to Turtle Academy (free, no registration required)
Suggested time
1–2 hoursEnables students to:
- explain what the repeat blocks do in a program
- select the correct sequence of blocks to solve a programming challenge.
Years 3–4 Pencilcode: first
Use a drawing program to incorporate repeat instructions creating shapes by programming an on-screen turtle.
Requires
- internet access
- computers, laptops
- access to pencilcode.net
Suggested time
1 hourEnables students to:
- control a sprite using a sequence of instructions
- use iteration to make the program more efficient.
Branching that result from a comparison
What is this about?
As students develop their programming skills they can create more complex programs. At certain steps in the sequence students may want an input to make a decision. To get a true or false answer, branching decisions may result from a comparison. The operator may be: < (less than), > (greater than) or = (equal to).
Content description
Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02
Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04
This sequence enables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison
- explain ways to provide decisions that enable the user to choose a different pathway
- create a program that includes branching decisions that result from a comparison.
Resources to include
Resources to introduce
-
![Programming with sensorsImage]()
Programming with sensors
Find out more -
![Sunlight sensorImage]()
Sunlight sensor
Find out more -
![Environment explorationImage]()
Environment exploration
Find out more
Years 3–4 Programming with sensors
Use this resource to explore branching in programs taking in information from sensors as a lead-in to conditional statements that compare data.
Requires
- internet access
- computers, laptops or tablets; or interactive whiteboard to view as a class
Suggested time
30 minutesEnables students to:
- describe ways to create a program that uses branching including decisions that result from a comparison.
Years 3–4 Sunlight sensor
Turn the LED display into a sensor to make your micro:bit react to light using comparison operators.
Requires
- internet access
- computers, laptops
- access to makecode.org
- physical micro:bit (optional)
Suggested time
45 minutesEnables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison.
Years 3–4 Environment exploration
Turn a micro:bit into a tool for measuring temperature, light and sound levels as part of a science investigation into your environment. Improve the program to include comparison operators.
Requires
- internet access
- computers, laptops
- access to makecode.org
- micro:bit
Suggested time
45 minutesEnables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison.
Resources to develop and consolidate learning
Years 3–4 Colour sensor (EV3 Classroom)
Learn how to use a sensor that lets an EV3 program measure and collect data about its surroundings. If it senses a certain colour then it moves.
Requires
- EV3 robot or similar robot that has a light sensor
Suggested time
1 hourEnables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison.
Years 3–4 Scratch tutorial 14 – sensing
Students can view this Scratch tutorial (on YouTube) for ideas related to colour sensing.
Requires
- computers, laptops or tablets
- access to Scratch 3.0 desktop version or similar visual programming language
Suggested time
1 hourEnables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison.
Resources to apply and extend learning
Years 3–4 Clap lights
Students can turn a micro:bit into a light that can turn on and off by clapping or making any loud sound. This activity includes creating a variable, which is an expectation in years 5–6.
Requires
- internet access
- computers, laptops
- access to makecode.org
- micro:bit
Suggested time
45 minutesEnables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison.
Years 3–4 Magic 8-ball – micro:bit
Recreate a version of magic ball and customise it to make it your own. This activity includes creating a variable, which is an expectation in years 5–6.
Requires
- internet access
- computers, laptops
- access to makecode.org
- micro:bit
Suggested time
45 minutesEnables students to:
- identify and explain what the operator blocks do in a program
- create a program that uses branching decision results from a comparison.
