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Creating Html

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This site has lots  of professional development resources for teachers and great activities for students

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This site has lots  of professional development resources for teachers and great activities for students

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http://primary.quickstartcomputing.org/

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There are six stages or cornerstones of the Computational Thinking process.

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There are six stages or cornerstones of the Computational Thinking process.

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Logical Reasoning – predicting and analysing something to get the same output every time, i.e., when two computers are given the same set of instructions and the same input, we expect the same output. At the very heart of this, logical reasoning is about being able to explain why something is the way it is.

Algorithms – making rules and developing step-by-step solutions to problems. An algorithm is a sequence of instructions or set of rules to get something done. For example, the fastest route you take to get from home to work or to the grocery store is known as an algorithm – you will follow a set of directions in your head in order to reach your desired destination.

Decomposition – or breaking down into parts. This stage helps us to solve complex problems and manage larger projects.

Abstraction – this stage lies at the centre of Computational Thinking and involves deciding what details need highlighting and what details can be ignored. It also simplifies things and allows us to manage complexity.

Patterns and Generalisation – the method of looking for a general approach to a class of problems. By identifying patterns, predictions are able to be made, rules can be created and more problems can be solved.

Evaluation – making judgements on the process, making sure it works and using similar processes for future problem solving.

It is this process and these steps that are required to program a computer. All these stages are crucial to Computational Thinking. If one is missing then the process of programming a computer will not work.

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What does computational thinking look like in the primary curriculum?

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What does computational thinking look like in the primary curriculum?

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The WA Curriculum Digital Technologies puts computational thinking right at the heart of its ambition.

There are many ways to develop computational thinking in school beyond the technologies curriculum, but as students learn to use these in digital technologies, you should find that you become better at applying them to other work too.

You will already use computational thinking in many different ways across your school curriculum.

When your students write stories, you encourage them to plan first: to think about the main events and identify the settings and the characters.

In art, music or design and technologies, you will ask students to think about what they are going to create and how they will work through the steps necessary for this, by breaking down a complex process into a number of planned phases.

In maths students will identify the key information in a problem before they go on to solve it.

3 – 5 years
There is lots of opportunity to encourage the building blocks of computational thinking at this level. For example, working out how to ‘get dressed for winter’ involve decomposing

the problem and sequencing instructions (algorithms)

5 – 7 years

Students can decompose simple problems and create simple sequences of instructions (algorithms), for example, explaining the steps to grow a plant from seed. They may be able to label the parts of a flower (decomposition) and check with a partner to see if their work is correct (collaborative debugging) and (evaluation).

7 – 11 year

As students progress they demonstrate increasing levels of computational thinking as their cognitive ability develops. They can decompose to a more detailed level, design more complex algorithms, spot patterns and use abstractions more easily, for example creating programs to draw geometric patterns and creating simulations.

Computational thinking approaches become more familiar as students use increased perseverance to debug problems and work collaboratively with their peers more easily.

Older students may work collaboratively on projects such as creating an animation which involves much computational thinking. While programming is an important part of the new curriculum, it would be wrong to see this as an end in itself. Rather, it’s through the practical experience of programming that the insights of computational thinking can best be developed.

Computational thinking shouldn’t be seen as just a new name for ‘problem-solving skills’. It does help to solve problems and it has wide applications across other disciplines, but it’s most obviously apparent, and probably most effectively learned, through the rigorous, creative processes of writing code.

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Useful booklet

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Introduction to Ozobot Robots – Coding and Resources

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Introduction to Ozobot Robots – Coding and Resources

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Introduction to Ozobot Robots – Coding and Resources

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ICT Capability vs Digital Technology Infographic

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ICT Capability vs Digital Technology Infographic

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ICT General Capability vs Digital Technologies

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ICT General Capability vs Digital Technologies

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Infographic

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ICT vs Digital Technologies | Digital Technologies Hub

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ICT VS DT Information including blog article, video and infographic

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CNA site

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digital citizenship: catholic network australia

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digital citizenship: catholic network australia

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A valuable Digital Citizenship resource framed in a Catholic World view

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Classroom Resources Years PP - 12

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Classroom resources | eSafety Commissioner

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Discover resources designed to help schools and other educators teach online safety lessons.

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photos and Videos of Makerspace Day

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Grok Learning

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Online platform to learn and teach programming in the classroom. Created by educators for educators. Learn Python, HTML, CSS, embedded programming, and more.

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Parts of a Computer

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File:Personal computer, exploded 5.svg - Wikibooks, open books for an open world

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Data can be represented in different ways using images

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Data can be represented in different ways using images

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data can be represented in different ways using images - Google Search

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Summary of why it makes sense to present data in different ways, including lists, tables, maps, diagrams and charts.

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Years PP
Data can have patterns and can be represented as pictures and symbols
e.g. number 5

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Programming

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Learn how to code computer programs, how to design algorithms that make computers more efficient, and discover what a career in computing could look like.

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The following is a list of Digital Technologies resources developed from the states / territories with assisted funding from the Australian Council for Computers in Education.

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Digital Technologies Resources | Australian Council for Computers in Education

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Year 5

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Convert Binary with (Online Binary Translator)

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Convert Binary with (Online Binary Translator)

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Convert Binary dot com offers a set of free online tools for binary conversion: a binary translator from text to binary (and back from binary to ascii), a converter from decimal to binary and from binary to decimal.

Binary translator from ascii text to binary and from binary to text

Type or Paste some text to Convert in Binary:

Here goes your Binary code:

How the binary translator works

Type your text in the field, and the binary translator will convert it instantly!

You can also use the converter backwards, and translate from binary to plain text: just enter your binary code into the second field, and hit Translate.

As you get your text translated in Binary, you can translate that further to Hexadecimal (or try the reverse: translate Hexadecimal text to Binary)

A (binary) message for you

01001000 01100001 01110110 01100101 00100000 01000110 01110101 01101110 00101100 00100000 01001100 01101001 01101011 01100101 00100000 01101111 01101110 00100000 01000110 01100001 01100011 01100101 01100010 01101111 01101111 01101011 00101100 00100000 01000011 01101100 01101001 01100011 01101011 00100000 00101011 00110001 00100000 01100001 01101110 01100100 00101110 00101110 00101110 00001010 00110000 00110001 00110000 00110001 00110000 00110001 00110000 00110000 00100000 00110000 00110001 00110001 00110001 00110000 00110001 00110001 00110001 00100000 00110000 00110001 00110001 00110000 00110000 00110001 00110000 00110001 00100000 00110000 00110001 00110001 00110000 00110000 00110001 00110000 00110001 00100000 00110000 00110001 00110001 00110001 00110000 00110001 00110000 00110000 00100000 00110000 00110000 00110001 00110000 00110000 00110000 00110000 00110000 00100000 00110000 00110000 00110001 00110001 00110001 00110000 00110001 00110001 00100000 00110000 00110000 00110001 00110000 00110001 00110000 00110000 00110001 00001010 00101000 01110100 01110010 01100001 01101110 01110011 01101100 01100001 01110100 01100101 00100000 01100001 01100111 01100001 01101001 01101110 00100000 01110100 01101000 01100101 00100000 01100010 01101001 01101110 01100001 01110010 01111001 00100000 01100011 01101111 01100100 01100101 00100000 01100001 01100010 01101111 01110110 01100101 00101001

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Binary Converter Live Text to to Binary Translator - ConvertBinary.com

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Convert Binary dot com offers a set of free online tools for binary conversion: a binary translator from text to binary (and back from binary to ascii), a converter from decimal to binary and from binary to decimal.

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Year 9 and 10

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Home | Buy the Book on No Starch | Buy the Book on Amazon | My Scratch Profile | @AlSweigart

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Use: Go to "Data and Information" click on view for lesson ideas

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Learning Areas - Secondary - FUSE - Department of Education & Training

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Start exploring resources aligned to the Victorian Curriculum. Find Content Codes in the the More details section of each resource. This area is being progressively updated.

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Acquire Data From A Range of Sources and Evaluate

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Acquire Data From A Range of Sources and Evaluate

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Year 8

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Acquire Data From A Range of Sources and Evaluate

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Photo License Australian Curriculum "Technologies / Digital Technologies / Years 7 and 8 / Digital Technologies Processes and Production Skills / ACTDIP025 Content Description Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness Elaborations acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID)...

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Here are a few examples of ways that a school can integrate Pro-Bots into their classrooms.

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11. WA Curriculum Digital Learning Conference

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11. WA Curriculum Digital Learning Conference

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Presentations

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This video is designed to aid teachers when teaching year 3-4 Digital Technology according to the Australian Curriculum. This Resource gives a great introduction to data and information. Knowing and understanding the difference between data an information in an extremely important foundation stone for students to then build on in research tasks

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This video is designed to aid teachers when teaching year 3-4 Digital Technology according to the Australian Curriculum. This Resource gives a great introduction to data and information.

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CoderDojo is a worldwide movement of free, volunteer-led, community-based programming clubs for young people. Anyone aged seven to seventeen can visit a Dojo where they can learn to code, build a website, create an app or a game, and explore technology in an informal, creative, and social environment.

The CoderDojo movement believes that an understanding of programming languages is increasingly important in the modern world, that it’s both better and easier to learn these skills early, and that nobody should be denied the opportunity to do so.

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Coding clubs for kids and teens | CoderDojo

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Free coding clubs for kids and teens | CoderDojo

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Schemes of work to teach with Raspberry Pi

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Teaching Resources - The Raspberry Pi Foundation

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Schemes of work to teach with Raspberry Pi, a tiny and affordable computer. Created for primary and secondary educators by the Raspberry Pi Foundation.

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A day with teachers

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Microsoft OneDrive - Access files anywhere. Create docs with free Office Online.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Paperless files

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Offline Activities Booklet
https://goo.gl/lOj0ZU

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Offline Activities Booklet

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Unpacking the Curriculum | Digital Technologies Hub

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3 videos describing: Ten key concepts underpinning the design and content of the Australian Curriculum: Digital Technologies. A video providing a rationale for teaching and learning about Digital Technologies. A video that describes how the Digital Technologies curriculum is different to the ICT General Capability.

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Learn professional programming languages using an editor that lets you work in either blocks or text. Create art, music, games, and stories. Or invent a program that will change the world.

https://pencilcode.net/

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Crete a Learning Pathway to give resources to our students ... see page 29

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Introduction to Ozobot Robots – Coding and Resources

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Ozobot is the tiny robot with lots of applications in the classroom. It is a flexible little robot that can be programmed either by drawing colours (you can control Ozobot with just textas and paper) or with block coding on an iPad or computer.

In Australia, I recommend contacting Edtechs for further information (this is where I got my Ozobots).

Colour codes
Ozobots can read lines drawn on paper and follow them. When the Ozobot detects colours, it can do different things such as change its colour, move in a different direction, spin, jump, etc. All you need to control the Ozobot is white paper and four coloured pens (e.g. textas): black, red, green, blue.

Note: use whiteboard markers with caution, residue can clog the drive train.

To get used to the various colour coding options, a good place to start is with the Ozobot brainteasers and challenges. From this page you can also download printable charts explaining the colour codes.

These activities can be introduced to Year 1 or Year 2 students as activities, but can also be used with older students to get familiar with the robots and how they are controlled.

We should be using appropriate language from the Digital Technologies Curriculum: Ozobot will offer opportunities for talking about steps, sequences, algorithms, iterations. etc.
OzoBlockly
Students can get creative, using the colour codes to program the Ozobot to illustrate a story. Here is an example of Little Red Riding Hood - Ozobot plays Red and is programmed to have different responses at key points in the story.

OzoBlockly gives you the power to fully control Ozobot's movement and behaviour. You can program Ozobot from a computer or iPad and learn general programming concepts at the same time. Simply drag-and-drop blocks into the order you want and load the program onto your Ozobot.

This video gives a basic overview of the Ozoblockly software:
Ozobot Resources

Edtechs - where to buy Ozobots in Australia

A good way to start is by exploring the Ozobot Lesson Library.

Check out the Ozobot videos on YouTube.

Search for Ozobot on Pinterest!

There are some great Ozobot ideas at Biscitmx - the Envelope City Activity is a good introductory lesson activity.

Coding with Ozobot Robots - some structured activities based on the Ozobot resources.

Western Australian Curriculum Links
Have you found or created any great resources for Ozobot? Please let me know!

Here are some of the content descriptions that we can cover using Ozobot, from different year levels.

Year 1

Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps

Year 2

Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps

Year 3

Different types of data can be represented in different ways (ACTDIK008)

Year 4

Different types of data, and the same data, can be represented in different ways (ACTDIK008)

Year 5

Year 6

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Introduction to Ozobot Robots - Coding and Resources - Steven Payne

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Ozobot is the tiny robot with lots of applications in the classroom. It is a flexible little robot that can be programmed either by drawing colours (you can control Ozobot with just textas and paper) or with block coding on an iPad or computer.

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Introduction to Ozobot Robots – Coding and Resources

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Introduction to Ozobot Robots – Coding and Resources

# data[].attributes.body
Year 1

Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps

Year 2

Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps

Year 3

Different types of data can be represented in different ways (ACTDIK008)

Year 4

Different types of data, and the same data, can be represented in different ways (ACTDIK008)

Year 5

Data is represented using codes (ACTDIK015)

Implement and use simple programming environments that include branching (decisions) and iteration (repetition) (ACTDIP020)

Year 6

Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms (sequence of steps) involving branching(decisions) and iteration (repetition) (ACTDIP019)

Implement and use simple visual programming environments that include branching (decisions),iteration (repetition) and user input (ACTDIP020)

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Ozobot is the tiny robot with lots of applications in the classroom. It is a flexible little robot that can be programmed either by drawing colours (you can control Ozobot with just textas and paper) or with block coding on an iPad or computer.

In Australia, I recommend contacting Edtechs for further information (this is where I got my Ozobots).

Colour codes
Ozobots can read lines drawn on paper and follow them. When the Ozobot detects colours, it can do different things such as change its colour, move in a different direction, spin, jump, etc. All you need to control the Ozobot is white paper and four coloured pens (e.g. textas): black, red, green, blue.

Note: use whiteboard markers with caution, residue can clog the drive train.

To get used to the various colour coding options, a good place to start is with the Ozobot brainteasers and challenges. From this page you can also download printable charts explaining the colour codes.

These activities can be introduced to Year 1 or Year 2 students as activities, but can also be used with older students to get familiar with the robots and how they are controlled.

We should be using appropriate language from the Digital Technologies Curriculum: Ozobot will offer opportunities for talking about steps, sequences, algorithms, iterations. etc.
OzoBlockly
Students can get creative, using the colour codes to program the Ozobot to illustrate a story. Here is an example of Little Red Riding Hood - Ozobot plays Red and is programmed to have different responses at key points in the story.

OzoBlockly gives you the power to fully control Ozobot's movement and behaviour. You can program Ozobot from a computer or iPad and learn general programming concepts at the same time. Simply drag-and-drop blocks into the order you want and load the program onto your Ozobot.

This video gives a basic overview of the Ozoblockly software:
Ozobot Resources

Edtechs - where to buy Ozobots in Australia

A good way to start is by exploring the Ozobot Lesson Library.

Check out the Ozobot videos on YouTube.

Search for Ozobot on Pinterest!

There are some great Ozobot ideas at Biscitmx - the Envelope City Activity is a good introductory lesson activity.

Coding with Ozobot Robots - some structured activities based on the Ozobot resources.

Western Australian Curriculum Links
Have you found or created any great resources for Ozobot? Please let me know!

Here are some of the content descriptions that we can cover using Ozobot, from different year levels.

Year 1

Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps

Year 2

Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps

Year 3

Different types of data can be represented in different ways (ACTDIK008)

Year 4

Different types of data, and the same data, can be represented in different ways (ACTDIK008)

Year 5

Year 6

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Digital Technologies Archives - Steven Payne

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Ozobot is the tiny robot with lots of applications in the classroom. It is a flexible little robot that can be programmed either by drawing colours (you can control Ozobot with just textas and paper) or with block coding on an iPad or computer.

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Decimal, Binary, Hex & ASCII Conversion Table

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Decimal, Binary, Hex & ASCII Conversion Table

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This is a conversion table with decimal numbers next to their binary and hex equivalents. The matching ASCII characters are listed as well, with a more elaborate descriptions of some characters on this page. If none of these words mean anything to you, jump to the bottom of this page for more information on:

ASCII codes 0 to 127

Extended ASCII codes

Below are the extended ASCII codes for character codes 128 to 255. This table uses the ISO 8859-1 or ISO Latin-1 encoding. Codes 128-159 contain the Microsoft Windows Latin-1 extended characters. Other variations exist but this is the most commonly used set of character codes.

Binary numbers

A computer number system that consists of 2 numerals, 0 and 1. It is sometimes called base-2.
Since computers do not have 10 fingers, all the counting within the computer itself is done using only 2 numerals: 0 and 1 (or "on" and "off" or "false" and "true").

Hexadecimal numbers

The hexadecimal system (hex for short) uses numbers from 0 to 15. It starts off like the decimal system: 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 but then comes A which equals 10 and then B, C, D, E and F (which of course equals 15). The next number is 10 which is actually 16 in decimal and so on....
Because it can be impossible to distinguish between a hex and a decimal number (is that '25' a decimal 25 or is it 25 in hex which equals 37 decimal?) it is customary to put a lowercase 'h' after each hex number. So 25 is a decimal number and 25h is a hex one.

ASCII

ASCII stands for American Standard Code for Information Interchange. It is a standard that was defined in 1963 to allow computers to exchange information, regardless of the manufacturer.

Since computers basically work numbers based, the ASCII character set consists of 128 decimal numbers, ranging from 0 through 127, assigned to letters, numbers, punctuation marks and the most common special characters. Since a computer needs 7 bits to represent the numbers 0 to 127, these codes are sometimes referred to as 7-bit ASCII.

Numbers 0 to 31 are used for control codes - special instructions such as indicating that the computer should make a sound (ASCII code 7) or the printer should start from a new sheet of paper (ASCII code 12).

ASCII codes 32 to 47 are used for special characters, starting with the space character.

After the numbers 0 to 9 (ASCII codes 48 to 57) you once again get some special characters, from the colon to the @ symbol.

The letters start with the capital A from ASCII code 65 onwards. The lowercase a to z characters take up ASCII codes 97 to 122. You may wonder why the lowercase characters don't simply follow their capital brethren. Remember: this is ASCII, this is computer stuff from the dark ages. If you take a capital U, which is ASCII code 85, and add 32 to that code, you get character code 117, which is the lowercase u. 32 is the magic 'distance' between any upper and lower case character and 32 is a truly magical, efficient number that any computer or nerd can relate to. Even I love 32.

Codes 123 to 127 are once again special characters, including the tilde (~).

All computer systems also use numbers 128 through 255 to represent additional characters, but this list is not really universally standardized. That is why the above table is split up in two parts. The first table with the 7-bit ASCII codes is universal across all computers. The second extended ASCII table is not - it is what current Windows machines use.

Because 256 characters are not sufficient to represent all characters used in Asian languages and to solve the annoying compatibility problems with different codes being used for codes 128 to 255, a new standard has emerged. The Unicode character set contains more than 32000 characters.

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Decimal, binary, hex & ASCII conversion table

# data[].attributes.attachment_link.description
This is a conversion table with decimal numbers next to their binary and hex equivalents. The matching ASCII characters are listed as well, with a more elaborate descriptions of some characters on this page. If none of these words mean anything to you, jump to the bottom of this page for more information on: Below are the extended ASCII codes for character codes 128 to 255.

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ASCII stands for American Standard Code for Information Interchange. Character data is represented in a computer by using standardized numeric codes

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Script: Paste the script below into the software program "TextMate" and save file as suggestions.html to the desktop. Save image below to the desktop as "mailboxc.gif". In your browser go to "File" and "Open file" ... choose suggestions.html

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Script: Paste the script below into the software program "TextMate" and save file as suggestions.html to the desktop. Save image below to the desktop as "mailboxc.gif". In your browser go to "File" and "Open file" ... choose suggestions.html

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<html>
<head>
<title>Suggestions</title>
</head>
<body>
<bgcolor=white">
<center><A HREF="mailto:peterjscarey@gmail.com"><img src="mailboxc.gif"></a>
<font size=+2><b><i><p>E-mail Us</b></i></font>
<p>click on mail box</p>
</body>
</html>

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A scripting or script language is a programming language that supports scripts ... use text editor TextMate — The Missing Editor for Mac OS X

https://macromates.com/

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Free Web Hosting - Your Website need to be migrated

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Absolutely Free Web Hosting with PHP, MySQL, cPanel and no Ads!

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Input, Output and Storage devices

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Presentation is loading. Please wait.

To make this website work, we log user data and share it with processors. To use this website, you must agree to our Privacy Policy, including cookie policy. I agree.

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output and storage devices c o b : c o m p u t e r b a s i c s cob 1 part 5 1.5 input devices

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Computer Basics - Input, Output and Storage Devices C O B : C O M P U T E R B A S I C S COB 1 Part Input Devices, Output Devices, Storage Devices. - ppt download

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Computer Basics - Input, Output and Storage Devices C O B : C O M P U T E R B A S I C S COB 1 Part 5 brain Brain Output Storage memory Hear, eye, touch mouth Input keyboard mouse CPU printer Web camera RAM Hard disk Speaker monitor

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						Free professional
learning & resources
to support
implementation of the
Australian
Curriculum:
Digital Technologies 
					
				
			
		

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						Free professional
learning & resources
to support
implementation of the
Australian
Curriculum:
Digital Technologies 
					
				
			
		

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CSER

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Virtual Reality in Education by Peter Carey | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

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Creating a Makerspace  Area in your school

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Creating a Makerspace  Area in your school

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Design and share beautiful flyers just like this one!

Spread the word with an online flyer. They're easy to make and impossible to mess up :)

How are These Kinds of Spaces being Brought into Schools?

The big question is how do we bring these kinds of physical spaces into schools so that every teacher and student has access to a safe, creative space for exploration?

There are a number of different kinds of attempts being made at various schools. Some are creating ad hoc spaces by transforming existing spaces in classrooms, the library or into lunch time or after-school makerspace clubs.

Other schools are integrating aspects of design thinking and playfulness into the curriculum, providing time during the day or during a unit for this kind of free exploration.

Storage bins, units and lockable lockers for:

Recycled material

Electronic components

Digital gadgets

Open areas for:

Constructing tracks

Testing inventions and solutions

Dedicated areas for:

Green screen recording

3D Printer and Lazer cutters

Work tables (long, short or curved), cubicles or couches for:

Digital gadgets and software and hardware equipment

Collaborate work

Access to Electricity for:
Digital devices, laptops, iPads or Androids

Thinkspace areas for:

Collaboration and design thinking

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Design and share beautiful flyers just like this one! Spread the word with an online flyer. They're easy to make and impossible to mess up :) How are These Kinds of Spaces being Brought into Schools?

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The Digital Learning Team at Catholic Education Western Australia CEWA

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Abstraction and Decomposition defined simply in Computer Science

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Abstraction and Decomposition defined simply in Computer Science

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A key difference between humans and computers is that a computer has a CPU that needs to be programmed to follow a set of logical instructions.

Some of the key concepts behind working with computers include computational thinking , decomposition and abstraction .

Computational thinking

Computational thinking means understanding how to represent a problem in a way that a computer will be able to solve. This involves breaking down problems into a series of logical steps such as an .

You can use computational thinking to think about how to translate real-world processes for a computer to understand. An example might be making a sandwich. This is something a human could do without a list of instructions, but if a robot was asked to do it, it would need a series of clear, basic steps to follow. The sandwich-making process would need to be broken down into a series of detailed, simple, logical steps using computational thinking.

Decomposition

Decomposition means breaking down a large problem into smaller chunks that can be solved using computing.

Some computer games take years to create, with hundreds of people who create the software working on individual sections. A big project like this will be decomposed into smaller problems and different teams of developers will work on each one.

Abstraction

Abstraction means reducing something to a very simple set of characteristics, chosen to be most relevant to the problem.

In computing, abstraction is used to hide the data or reduce the amount of data to what is needed for the problem to be solved. For example, a person might be abstractly described by just their name and date of birth in a simple . A programmer looks at ways to simplify pieces of code and sequences in an algorithm to make them as efficient as possible - this will save time and speed up the program.

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BBC Bitesize - GCSE Computer Science - Introducing computers - Revision 5

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A key difference between humans and computers is that a computer has a CPU that needs to be programmed to follow a set of logical instructions. Some of the key concepts behind working with computers include computational thinking , decomposition and abstraction .

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https://www.microbit.co.uk/blocks/lessons

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A Blocks / JavaScript code editor for the micro:bit powered by Microsoft MakeCode.

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Grade 8 Opportinities

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The raspberry pi is a small credit card sized computer that uses lines of code to programme it.

Practical classroom ready projects and resources.

Project ideas directly linked to curriculum content descriptors.

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Teaching Resources - The Raspberry Pi Foundation

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Schemes of work to teach with Raspberry Pi, a tiny and affordable computer. Created for primary and secondary educators by the Raspberry Pi Foundation.

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In Digital Technologies students learn about the ....

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Year 2: Share and publish information in a safe online environment, with known people e.g. Google Classroom or OneNote Classroom

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The Cisco Binary Game is the best way to learn and practice the binary number system. It is great for classes, students and teachers in
science, math, digital electronics, computers, programming, logic and networking. It is also a LOT of fun to play for anyone who likes to
play fast-paced arcade games.
https://www.youtube.com/watch?v=S-5oCd2pdWM

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Year 5: Data is represented using codes

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Activity using the Key above

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Key

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This is the code Matt Damon and NASA use to communicate in 'The Martian'

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This is the code Matt Damon and NASA use to communicate in 'The Martian'

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HOW ALIVE would look like 484F57414C495645 instead of 48 4F 57 41 4C 49 56 45).

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Aidan Monaghan
In "The Martian," astronaut Mark Watney is screwed.

He's alone on Mars after surviving a horrific dust storm.

In addition to a limited supply of food and water, Watney has no idea how he's going to make contact with another human being or how he'll get home.

The next mission to Mars isn't scheduled to arrive for another four years. NASA thinks he's dead, and, even when they figure out he is alive through satellite images, they still have no way to communicate with him.

The main communications dish was battered in the storm. The other three backup communications systems were located in the Mars Ascent Vehicle (MAV), which the rest of Watney's crew took with them when they left Mars, believing him dead from the storm.

So in order to gain contact with NASA, Watney digs up the Mars Pathfinder, the probe which NASA lost contact with in 1997.

He fixes it (woo!) and the probe is able to communicate with Earth. Through a camera on the Pathfinder, Watney is able to speak to NASA through messages he writes and shows to it.

While they find an easier means of communication later in the book and film, for their first contact they only have the Pathfinder to communicate through and that results in a few problems.

For instance, Watney has a limited amount of paper to write on. The larger problem? NASA can't communicate back. All they have is a camera on a platform which can rotate 360 degrees.

That's a start. The camera can point to things like "yes" and "no." It can even point to an alphabet. However, since the camera moves in a circle, it doesn't leave a whole lot of room for each of the English language's 26 letters.

Watney has to get creative.

So he decides to use a hexadecimal system, which has 16 characters, to communicate instead.

In the movie, Watney brings it up with little further explanation.

So, what is the hexadecimal system you see on screen?

The hexadecimal system is comprised of 16 symbols: 0-9 and A-F.

Typically it's used by programmers to condense and communicate large binary numbers easily.

It's also used to communicate data.

After putting signs for the 16 digits and numbers in a circle around Pathfinder, Watney combines the hexadecimal system with an ASCII table in both the book and movie. ASCII is a code that represents characters as numbers and is used to help display text onto computers among other devices.

An ASCII table contains 255 characters where each is assigned a number ranging from 0 to 255.

An easier way to think of it is by considering all the options on a smartphone keyboard. Now, imagine you only had 255 of those characters to choose from and each of those was assigned a number from 0-255. That's your ASCII table.

Essentially, the ASCII table can be used as a giant decoder.

Here's how it looks:

The important columns for "The Martian" are the ones labelled "Hex" and "Character."

When NASA points to a pair of hexadecimal digits, or hex digits, they can send any letter of the alphabet and character they want.

So if NASA wanted to say "STATUS" as they do in the book to Watney, they would point to the following pairs of letters and numbers: 53, 54, 41, 54, 55, 53.

Here are a few other strings of letters and numbers NASA sends to Watney in the books. Can you figure them out using the red and green columns?

1. 48 4F 57 41 4C 49 56 45 2. 43 52 4F 50 53 3F 3. 42 52 49 4E 47 53 4A 52 4E 52 4F 55 54

All done?

Keep scrolling for the answers.
How'd you do?
1. HOW ALIVE - NASA's way of asking Watney how he has survived for nearly 100 Mars days at this point. 2. CROPS? - NASA's wondering how in the world Watney was able to grow food on a planet where that's supposed to be impossible. 3. BRING SJRNR OUT - NASA'S telling Watney to bring the Sojourner rover out near the Pathfinder to try and figure out an easier means of communication.

As you can see, it's a rather time-consuming process which isn't ideal for lengthy conversation.Watney refers to their system as a Speak & Spell in the book.

I made it a little easier by giving you each character as two digits when Watney would really just be seeing everything as one character at a time. (In other words, HOW ALIVE would look like 484F57414C495645 instead of 48 4F 57 41 4C 49 56 45).

While effective at first for communication, it's not long before they find a simpler way later on to eventually type messages out to one another.

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This is the code Matt Damon and NASA use to communicate in 'The Martian'

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In "The Martian," astronaut Mark Watney is screwed. He's alone on Mars after surviving a horrific dust storm. In addition to a limited supply of food and water, Watney has no idea how he's going to make contact with another human being or how he'll get home.

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Write code, and see how it would play back on the BBC micro:bit online simulator.
https://www.microbit.co.uk/app/#edit:dbafd0c0-1847-4ad6-25bc-162a96642c0e

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Welcome to BBC micro:bit! This website will be your hub for all things micro:bit, from writing code to sharing your creations.

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Learning to write code using "code cademy" important in   Year 9 and 10

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Learning to write code using "code cademy" important in   Year 9 and 10

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Python - JavaScript - HTML & CSS -  Ruby
https://www.codecademy.com/learn
Code cademy has tutorial, quizzes and projects  in different coding languages

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Exercise in computational thinking- debugging to fix the code by manually manipulating the blocks

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Exercise in computational thinking- debugging to fix the code by manually manipulating the blocks

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Designing a user interface using Scratch

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Designing a user interface using Scratch

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Netiquette Online Discussion Boards infographic

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Netiquette Online Discussion Boards infographic

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Year 4: Work with others to create and communicate ideas and information safely, using agreed protocols (netiquette)

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What is an Abstruction?

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The process of designing an interactive interface may include creating methodical steps for the solution and drawing-up a flowchart from those steps to visually represent the solution.

HOW TO MAKE TOAST

Steps:

1. Check if toaster is plugged in. (Is it plugged in?)

2. Open packet of bread.

3. Select a slice of bread.

4. Place slice of bread in toaster.

5. Are you satisfied with number of slices

6. Set toaster timer.

7. Are you satisfied with toasting time?

8. Press down on the lever.

9. Wait for bread to cook.

10. Move all slices of toast to plate.

11. Did you want it plain or with spread?

12. Eat.

Flowchart:

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Algorithms, Flowcharts and Pseudo Code

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Unplugged Activities Booklet

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Computer Science Unplugged Activitity Site with Videos

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Computer Science Unplugged Activitity Site with Videos

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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Digital Technologies Resources

The following is a list of Digital Technologies resources developed from the states / territories with assisted funding from the Australian Council for Computers in Education.

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Digital Technologies Resources | Australian Council for Computers in Education

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Algorithms video

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Decomposition video

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Algorithms Infographic

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Decomposition Infographic

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Decomposition and Algorithms

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Technologies Curriculum- Resources for Teachers

A community blog for teachers to collate and share resources for teaching the technology curriculum F-10

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What is Tynker?
Tynker is a Coding website for kids where they can learn to program and build games, apps, and more in ways that they love, through games and stories. This website is a great way to introduce students to programming as it teaches the fundamental skills to students from year 1 through to year 8 through an engaging and comprehensive curriculum. It is also great for teachers as it offers a free Tynker Standard registration to get you started with programming in your classroom. It has automatic assessment and classroom tools, and allows for teachers to set their own programs and lessons for the students. Below is an example of the assessment feedback you receive for each student.

Tynker also offers paid plans for the classroom and whole school. Offered in 'Tynker School', one of the paid-for plans, are STEM courses that provide every child with solid foundations in Science, Technologies, Engineering and Maths thinking abilities.

The best part about this program is that no coding or programming knowledge is required by the students or teachers. The self-paced curriculum sets the students up to get started on their own, and the site offers teachers the tools needed to be able to confidently teach to the program.

Tynker Introduction Video https://www.youtube.com/watch?v=Brea1u97s8M

Years: 1-8

Subject: Digital Technologies

Strand: Process and Production Skills

Sub-strand: Digital Implementation

Design solutions to a user interface for a digital system (ACTDIP018)

Implement and use simple programming environments that include branching (decisions) and iteration (repetition) (ACTDIP020)
AND
Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and user input (ACTDIP020)
General Capabilities:

Literacy

Numeracy

Information and Communication Technology (ICT) capability

Critical and creative thinking

Cross-Curriculum Priorities Links to other Learning Areas:
For more information visit the Tynker website - https://www.tynker.com/?t=reset

Or you can visit the Tynker Schools Website for educators information - https://www.tynker.com/school/

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Technologies Curriculum- Resources for Teachers

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What is Tynker? Tynker is a Coding website for kids where they can learn to program and build games, apps, and more in ways that they love, through games and stories. This website is a great way to introduce students to programming as it teaches the fundamental skills to students from year 1 through to year 8 through an engaging and comprehensive curriculum.

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Access to Resources - Password for resource page: "CEWA"

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The Digital Learning Team at Catholic Education Western Australia CEWA