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https://digitalcareers.csiro.au/en/Glossary

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If you ever wanted to know the meaning of WiFi, UX, UI, AI and many other digital or career related terminology, you will find it here. All definitions are contextual and easy to understand. Unless otherwise stated, definitions are from the Australian Curriculum, Assessment and Reporting Authority (ACARA).

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If you ever wanted to know the meaning of WiFi, UX, UI, AI and many other digital or career related terminology, you will find it here. All definitions are contextual and easy to understand. Unless otherwise stated, definitions are from the Australian Curriculum, Assessment and Reporting Authority (ACARA).

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https://digitalcareers.csiro.au/en/Resources/Years-F-2

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Activities and worksheets for students in Foundation to Year 2 with curriculum links.

Classroom resources

Worksheets and creative activities (minimal equipment needed)

RGB colouring

Curriculum links
Digital Technologies

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008).

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009).

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010).

Information and Communication Technology (ICT) capability
Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes.

Teacher resources

Career resources

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Activities and worksheets for students in Foundation to Year 2 with curriculum links. Digital Technologies Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008). Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009).

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https://digitalcareers.csiro.au/en/Resources/ICTInnovators

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Downloadable classroom activities that look at technological advances through the ages.

Decoding with binary

No printing required
Learn about Grace Hopper's contribution to the development of the COBOL language then use binary to write and decode secret.

ICT Innovators: Grace Hopper coding your name activity 1 [pdf · 1mb]

ICT Innovators: Grace Hopper coding your name activity 2 [pdf · 1mb]

Curriculum links

Digital Technologies: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022). Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019).
Information and Communication Technology (ICT) capability: Assess the suitability of data or information using a range of appropriate given criteria.
Critical and creative thinking capability: Identify and clarify relevant information and prioritise ideas. Identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions. Assess and test options to identify the most effective solution and to put ideas into action.

Designing dream apps and peripherals

No printing required
Explore design and innovation by inventing your dream app then draw out the app interface or develop an outline of what the app would do.
Who invented the computer mouse? What could you invent? Invent your dream peripheral device then develop an outline of what the device would do.

ICT Innovators: Douglas Engelbart dream app activity [pdf · 1mb]

ICT Innovators: Douglas Engelbart dream peripheral activity [pdf · 1mb]

Curriculum links

Digital Technologies: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008). Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009). Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010).
Information and Communication Technology (ICT) capability: Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes.
Critical and Creative Thinking Capability: Transfer and apply information in one setting to enrich another.Identify and apply appropriate reasoning and thinking strategies for particular outcomes.

Think like George Boole

No printing required
Learn about the development of logic problems and logic gates through the work of George Boole and Claude Shannon. All students stand while teacher reads Boolean statements to them. Students to sit if any of the questions you ask are TRUE about them, for example, "sit down if you wear glasses" or "sit down if you are the oldest child". When all students are sitting, repeat the questions, combining Boolean statements using AND, OR and NOT. "Sit down if you wear glasses OR you are the oldest child". Use logic operators to write a set of instructions to find a specific location at school or at home.

ICT Innovators: Think like George Boole - Teacher led activity [pdf · 1mb]

ICT Innovators: Think like George Boole - Student led activity [pdf · 1mb]

Curriculum links

Digital Technologies:Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022). Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014).
Information and Communication Technology (ICT) capability: Assess the suitability of data or information using a range of appropriate given criteria. Online learning adjustments: The student edition is suitable for home as is. If the teacher edition is being taught as an online call, students can participate. If no online class is being held, teachers could post their questions online and students have to answer True or False to the questions and tally their score before writing their own series of Boolean statements.

Algorithmic thinking

Printing required, partner required
Practice thinking and describing things in an algorithmic way. Students draw a path or sequence of steps and then give instructions to a partner to exactly replicate their steps. Path could be replaced by a shape-based drawing (eg. a simple house or even just a series of shapes).
Alternative: If LEGO or similar bricks are available, students can build a simple structure and write a series of steps to create it.

ICT Innovators: Algorithmic thinking activities 1 and 2 [pdf · 1mb]

Curriculum links

Digital Technologies:Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019). Information and Communication Technology (ICT) capability: Assess the suitability of data or information using a range of appropriate given criteria.
Critical and creative thinking capability: Identify and clarify relevant information and prioritise ideas. Identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions. Assess and test options to identify the most effective solution and to put ideas into action. Online learning adjustments: Students submit their instructions to other students, or the whole class to replicate.Discussion about algorithms and clarity of instructions can be carried out in online class or, if permissible, school online learning platform. If class discussion can be held, discuss the use of repetition and loops in their instructions. Eg. Did students say, "do this three times"? How is that similar to a coding loop?

Turing and cyphers

No printing, no group work, screen free encouraged
Learn about Alan Turing and how code breaking was crucial to WWII. Crack codes, figure out the cypher and find the coded locations.

ICT Innovators: Alan Turing Caesar cipher activity [pdf · 1mb]

Curriculum links

Digital Technologies: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019).
Information and Communication Technology (ICT) capability: Assess the suitability of data or information using a range of appropriate given criteria.
Critical and creative thinking capability: Identify and clarify relevant information and prioritise ideas. Identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions. Assess and test options to identify the most effective solution and to put ideas into action.
Online learning adjustments: This activity could be completed easily at home. It is more challenging if students do not have access to the internet, as there are online cypher breakers which make decoding much easier! If you are using an online learning platform and are OK with students using the internet to solve the problem, it could be a 'race' to see who solves it first.
Warning: Googling the problem (eg. 'Drsbn, gkvu pyb 650w kmbycc dro Gsvvskw Lkbku Lbsnqo) will result in Digital Careers as the first result, and the answers are in the document! We encourage you to make up your own statements if you have savvy students!

Search engine comparison

No printing required
Learn about the development of the google search engine process and compare the search results of different search engines.

ICT Innovators: Comparing search engines activity [pdf · 1mb]

Curriculum links

Digital Technologies: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).
Information and Communication Technology (ICT) capability: Assess the suitability of data or information using a range of appropriate given criteria.Locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways.
Critical and creative thinking capability: Identify and clarify relevant information and prioritise ideas.Assess and test options to identify the most effective solution and to put ideas into action.
Online learning adjustments: Can be completed as an independent activity and submitted as a report.

Broken Difference Engine

No printing required One of the first ever computers was known as the Difference Engine. This mechanical device would spin wheels with numbers attached. Difference Engines could be used to do large amounts of mathematical calculations such as trigonometry and quadratic equations. Identify and solve problems for these broken Difference Engines.

ICT Innovators: Broken Difference Engine activity 1 [pdf · 1mb]

ICT Innovators: Broken Difference Engine activity 2 [pdf · 1mb]

Curriculum links

Digital Technologies:Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040).
Information and Communication Technology (ICT) capability: Develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources.
Critical and creative thinking capability: Clarify complex information and ideas drawn from a range of sources. Speculate on creative options to modify ideas when circumstances change.Predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action. Assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action.
Online learning adjustments: No adjustments needed, no group work required.

RGB colouring

Printing required
6 worksheets included Learn about Mark Dean and his contribution to computers then use RGB code to create an image for a partner to colour. Use RGB colours to decode a pattern and produce pixel art.

ICT Innovators: Mark Dean RGB colouring activity [pdf · 1mb]

ICT Innovators: RGB images activity [pdf · 1mb]

Curriculum links

Digital Technologies: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008). Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009). Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010).
Information and Communication Technology (ICT) capability: Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purpose.

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Downloadable classroom activities that look at technological advances through the ages. No printing required Learn about Grace Hopper's contribution to the development of the COBOL language then use binary to write and decode secret.

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Computational Thinking in Action activities

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Computational Thinking in Action activities

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https://digitalcareers.csiro.au/en/Resources/CTIAworksheets

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Each resource was designed to develop team work; critical and creative thinking; problem solving; and computational thinking skills.

All activities come with computational thinking definitions, a Thinking about Computational Thinking worksheet, the activity and an extension activity. The Thinking about Computational Thinking worksheet can be filled in after the activity is completed, used as a discussion prompt, or a framework to build an extension activity or project.
Computational thinking definitions [pdf · 1mb] Metacognition activity [pdf · 1mb] Thinking about Computational Thinking [pdf · 1mb]
These resources were developed for students to use as a reflection prompt after completing any Computational Thinking in Action activity. Thinking about Computational Thinking is to be used in conjunction with the computational thinking definitions to enable students to identify and compare key thinking skills. Students can then use the prompt to discuss with classmates about other approaches to problem solving. The final prompts can be used as guiding questions if extension activities are completed.

Online and home learning adjustments
For each of the published resources below, we have developed some suggested modifications to facilitate teaching and learning in a range of environments.
Rubbish robots
Computational Thinking in Action: Rubbish robots activity [pdf · 1mb]
Write a single algorithm that can move three robots at the same time to pick up the maximum amount of rubbish. Compare results with classmates.

Requires: grid paper, counters and hole punch chads (no printing required).

Curriculum links

Digital Technologies: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010).

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011). Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013) - if completed in an online collaborative environment.

Information and Communication Technology (ICT) capability: Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes.

Critical and creative thinking capability: Transfer and apply information in one setting to enrich another. Identify and apply appropriate reasoning and thinking strategies for particular outcomes. Reflect on, explain and check the processes used to come to conclusions. Identify pertinent information in an investigation and separate into smaller parts or ideas. Identify and apply appropriate reasoning and thinking strategies for particular outcomes. Explain and justify ideas and outcomes.

Online learning adjustments: Students work in groups at home. Teacher/instructor takes a picture of the sprinkled chads and students compare algorithms in their online learning environments.

Smart cities
Computational Thinking in Action: Smart cities activity [pdf · 1mb]
Place the mobile towers to get the best coverage on your island map, but also cost the least amount of money to build.

Requires:a printed map and tokens/counters/coins (no printing required).

Curriculum links

Digital Technologies: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010). Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012). Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013) - if completed in an online collaborative environment.

Information and Communication Technology (ICT) capability: Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes.

Critical and creative thinking capability: Transfer and apply information in one setting to enrich another. Identify and apply appropriate reasoning and thinking strategies for particular outcomes. Reflect on, explain and check the processes used to come to conclusions. Identify pertinent information in an investigation and separate into smaller parts or ideas. Identify and apply appropriate reasoning and thinking strategies for particular outcomes. Explain and justify ideas and outcomes.

Online learning adjustments: Students work in groups at home. Teacher/instructor takes a picture of the placed people and students compare tower placement and costs in their online learning environments.

Touch screens
Computational Thinking in Action: Michael Seo touch screen activity [pdf · 1mb]
Assess materials for potential to act as a touch screen, similar to the screen on a tablet. Describe the properties of the materials.

Requires: polystyrene or other similar material (no printing required).

Curriculum links

Digital Technologies: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010). Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013) - if completed in an online collaborative environment. Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031).

Information and Communication Technology (ICT) capability: Create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes. Assess the suitability of data or information using appropriate criteria. Design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions.

Critical and creative thinking capability: Transfer and apply information in one setting to enrich another. Identify and apply appropriate reasoning and thinking strategies for particular outcomes. Reflect on, explain and check the processes used to come to conclusions. Identify pertinent information in an investigation and separate into smaller parts or ideas. Identify and apply appropriate reasoning and thinking strategies for particular outcomes. Explain and justify ideas and outcomes. Apply knowledge gained from one context to another unrelated context and identify new meaning. Justify reasons for decisions when transferring information to similar and different contexts.Identify and clarify relevant information and prioritise ideas assess assumptions in their thinking and invite alternative opinions. Evaluate and justify the reasons behind choosing a particular problem solving strategy. Identify gaps in reasoning and missing elements in information. Explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified.

Vertical harvesting
Computational Thinking in Action: Vertical harvesting activity [pdf · 1mb]
Students explore vertical harvesting by writing a planting schedule for a mechanical garden bed in a robotic garden to try and grow the highest yield of produce in 1 day (24 hours).

Requires: Minimal equipment, no online modification needed (no printing required).

Extension: Explore and develop AI or robotic gardening solutions.

Curriculum links

Digital Technologies: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010). Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019). Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).

Information and Communication Technology (ICT) capability: Independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes.

Critical and creative thinking capability: Apply knowledge gained from one context to another unrelated context and identify new meaning. Identify and clarify relevant information and prioritise ideas. Reflect on, explain and check the processes used to come to conclusions. Identify and justify the thinking behind choices they have made.Assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome. Evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria.

Secure network
Computational Thinking in Action: Secure network activity [pdf · 1mb]
Working in groups of six, experiment with making the most secure network design.

Requires: String (no printing required).

Curriculum links

Digital Technologies: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) if completed in an online collaborative environment.

Information and Communication Technology (ICT) capability: Independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes.

Critical and creative thinking capability: Apply knowledge gained from one context to another unrelated context and identify new meaning. Identify and clarify relevant information and prioritise ideas. Reflect on, explain and check the processes used to come to conclusions. Identify and justify the thinking behind choices they have made.

Assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome. Evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria.

Online learning adjustments: This activity was to role play networks and changes to networks. It should be completed in groups. To modify it for online learning, teachers should develop an image with dots, which students then connect. Students will need to submit their network to their teachers, who will "cut" a path, and distribute the changed network back to students. Students should then use their online workspace to compare answers.

Drone delivery
Computational Thinking in Action: Drone delivery activity [pdf · 1mb]
Investigate networks and efficiency by designing a network diagram for the delivery of the maximum number of packages between the West CBD and East CBD warehouse.

Extension: This activity can be a starter activity which leads to students brainstorming and developing solutions to current real world problems with drones. Encourage your students to research and pitch their ideas (printing required).

Curriculum links

Digital Technologies: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027). Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023). Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032). Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031).

Information and Communication Technology (ICT) capability: Explain the benefits and risks of the use of ICT for particular people in work and home environments. Assess the suitability of data or information using appropriate own criteria. Use appropriate ICT to collaboratively generate ideas and develop plans. Design and modify simple digital solutions, or multi-modal creative outputs or data transformations for particular audiences and purposes following recognised conventions. Independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes.

Critical and creative thinking capability: Justify reasons for decisions when transferring information to similar and different contexts. Identify and clarify relevant information and prioritise ideas. Generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting. Predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action. Evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria.

Online learning adjustments: Students work individually and submit their solutions to each other or the online learning portal. Students engage in online discussions of the different solutions.

Facial recognition
Computational Thinking in Action: Facial recognition activity [pdf · 1mb]
Explore the development of facial recognition algorithms by designing and testing your own.

Requires: Graph paper, ruler/measuring tape, calculator, string (no printing required).

Curriculum links

Digital Technologies: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027). Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032). Evaluate how student solutions and existing information systems meet needs, are innovative, and take. Account of future risks and sustainability (ACTDIP031). Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026).

Information and Communication Technology (ICT) capability: Assess the suitability of data or information using appropriate own criteria. Use appropriate ICT to collaboratively generate ideas and develop plans. Design and modify simple digital solutions, or multi-modal creative outputs or data transformations for particular audiences and purposes following recognised conventions. Independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes.

Critical and creative thinking capability: Pose questions to clarify and interpret information and probe for causes and consequences. Analyse, condense and combine relevant information from multiple sources. Justify reasons for decisions when transferring information to similar and different contexts. Combine ideas in a variety of ways and from a range of sources to create new possibilities. Identify and clarify relevant information and prioritise ideas. Generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting. Predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action. Evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria.

Online learning adjustments: Use comparative images of famous people found online. Use digital measuring software or tools to measure the distance. Students compare measurements and image constructions of the same images online to determine which is the smiling measurements. Create a database of these measurements as a class and compare differences between age, gender, ethnicity.

Sorting algorithm
Computational Thinking in Action: Sorting algorithm activity [pdf · 1mb]
Use Boolean operators to write code that can select a particular song from a playlist.

Requires: No additional equipment needed (no printing required).

Extension: Use the available Spotify datasets to create more extensive algorithms. Use Python or Pandas to code a song list generator for this dataset using Boolean statements to generate a playlist of 10 songs based on the responses to the Boolean statements. Students test and critique the effectiveness of their playlist generators. Students with limited or no programming understanding can complete this task manually by asking a Boolean OR statement contrasting two songs that differ strongly on one variable in a survey to their peers and finding average values for the statements. Using filtering techniques and some basic formulas, students can demonstrate their Excel knowledge and understanding.

Curriculum links

Digital Technologies: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025). Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026). Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029). Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030). Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031).

Information and Communication Technology (ICT) capability: Assess the suitability of data or information using appropriate own criteria. Design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions.

Critical and creative thinking capability: Apply knowledge gained from one context to another unrelated context and identify new meaning. Justify reasons for decisions when transferring information to similar and different contexts. Identify and clarify relevant information and prioritise ideas assess assumptions in their thinking and invite alternative opinions. Evaluate and justify the reasons behind choosing a particular problem solving strategy. Identify gaps in reasoning and missing elements in information.

Explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified.

Online learning adjustments: Students should digitally swap Boolean statements.

Cell representation
Computational Thinking in Action: Kate Patterson cell representation activity [pdf · 1mb]
Imagine you could use Virtual Reality (VR) technology to make the perfect model of a cell or another related biological concept. Students assess existing models then brainstorm the main features of a VR tour that would make this representation the 'perfect model'.

Requires: Worksheets either printed or digital (printing required).

Note: This activity has strong Science curriculum links as outlined below and works well for integrated units.

Curriculum links

Digital Technologies: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031). Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028).

Science: Cells are the basic units of living things; they have specialised structures and functions (ACSSU149). Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150). Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175).

Information and Communication Technology (ICT) capability: Assess the suitability of data or information using appropriate criteria. Design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions.

Critical and creative thinking capability: Apply knowledge gained from one context to another unrelated context and identify new meaning. Justify reasons for decisions when transferring information to similar and different contexts. Identify and clarify relevant information and prioritise ideas assess assumptions in their thinking and invite alternative opinions. Evaluate and justify the reasons behind choosing a particular problem solving strategy. Identify gaps in reasoning and missing elements in information.

Explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified.

Online learning adjustments: Students collaborate online to develop their brainstorming skills. Use this resource and the Kate Patterson video as a jumping off point for the planning of a user experience, including story boarding and experience features. Students then assess and provide feedback to other groups about their proposals. This concept could also be applied to the study of body systems as well as cells.

Additional resources
Computational Thinking in Action: Ozobots activity [pdf · 1mb] Links for Computational Thinking in Action worksheets

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Computational Thinking in Action activities

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Each resource was designed to develop team work; critical and creative thinking; problem solving; and computational thinking skills. All activities come with computational thinking definitions, a Thinking about Computational Thinking worksheet, the activity and an extension activity.

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https://digitalcareers.csiro.au/en/Resources/Bebras-Unplugged

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A free, offline, printable version of the Bebras Challenge for use at home or in the classroom.

A printer-friendly version of the Bebras Unplugged cards for use as a group activity.

Bebras Unplugged: Instruction cards

Instructions on how to use the cards, suggested classroom activities and extension ideas.

Download instructions [pdf · 1mb]

Bebras Unplugged: Computational Thinking cards

The six Computational Thinking skills explained.

Download Computational Thinking cards [pdf · 1mb]

Bebras Unplugged: Beginner card set

This card set is ideal for students new to Computational Thinking skills or from Years 3 - 4.

Download beginner cards [pdf · 2mb]

Bebras Unplugged: Intermediate card set

This card set is ideal for students with some experience with Computational Thinking skills or from Years 5 - 6.

Download intermediate cards [pdf · 3mb]

Bebras Unplugged: Advanced card set

This card set is ideal for students experienced in applying Computational Thinking skills or from Years 7- 8.

Download advanced cards [pdf · 1mb]

Bebras Unplugged: Expert card set

This card set is ideal for students highly experienced in applying Computational Thinking skills or from Years 9 - 10.
Download expert cards [pdf · 1mb]
Bebras Unplugged: Digital version for use online

A full colour version of the Bebras Unplugged cards for use online via remote learning or as a whole class activity.

Instruction cards [pdf · 1mb]

Computational Thinking cards [pdf · 1mb]

Beginner cards [pdf · 3mb]

Intermediate cards [pdf · 9mb]

Advanced cards [pdf · 3mb]

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A free, offline, printable version of the Bebras Challenge for use at home or in the classroom. A printer-friendly version of the Bebras Unplugged cards for use as a group activity. Instructions on how to use the cards, suggested classroom activities and extension ideas. Download instructions [pdf · 1mb] The six Computational Thinking skills explained.

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https://digitalcareers.csiro.au/en/Bebras/Bebras-resources/Bebras-mini-challenges

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Bebras Mini Challenges are shorter versions of the Bebras Challenge with a focus on one Computational Thinking skill.

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Bebras -  International Challenge on Informatics and Computational Thinking

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Bebras -  International Challenge on Informatics and Computational Thinking

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https://www.bebras.org/about.html

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is an international initiative aiming to promote Informatics (Computer Science, or Computing) and computational thinking among school students at all ages. Participants are usually supervised by teachers who may integrate the Bebras challenge in their teaching activities. The challenge is performed at schools using computers or mobile devices.

What does Computational Thinking involve?

Computational thinking involves using a set of problem-solving skills and techniques that software engineers use to write programs and apps. The Bebras challenge promotes problem solving skills and Informatics concepts including the ability to break down complex tasks into simpler components, algorithm design, pattern recognition, pattern generalisation and abstraction. More about computational thinking.

Dates

The second week of November is declared as World-Wide BEBRAS week for solving tasks. Some countries extended it to two weeks. Many countries run all-year-round Bebras activities like participants awarding events, second round of the challenge, summer campus, teacher workshops, collecting statistics and writing research papers.

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is an international initiative aiming to promote Informatics (Computer Science, or Computing) and computational thinking among school students at all ages. Participants are usually supervised by teachers who may integrate the Bebras challenge in their teaching activities. The challenge is performed at schools using computers or mobile devices.