Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.

Describe choices made during program development using code comments, presentations, and demonstrations.

Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

Create programs that use variables to store and modify data.

Create programs that include sequences, events, loops, and conditionals.

Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Develop programs with sequences and simple loops, to express ideas or address a problem.

Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

Develop their capability, creativity and knowledge in computer science, digital media and information technology.

Develop and apply their analytic, problem-solving, design, and computational thinking skills.

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.

Understand simple Boolean logic and some of its uses in circuits and programming.

Understand several key algorithms that reflect computational thinking.

Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.

Design and develop modular programs that use procedures or functions.

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.

Be responsible, competent, confident and creative users of information and communication technology.

Make appropriate use of data structures.

Learn to analyse problems in computational terms

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Recognise common uses of information technology beyond school.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Use logical reasoning to predict the behaviour of simple programs.

Create and debug simple programs.

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

Learning to plan and organize work processes

Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife

Practicing to notice causal connections

Learning to build information on top of previously learned

Learning to combine information to find new innovations

Practicing to look things from different perspectives

Developing problem solving skills

Practicing  to use imagination and to be innovative

Encouraging students to be innovative and express new ideas

Practicing persistent working

Practicing to evaluate one's own learning

Understanding technological system operations through making

Practicing logical reasoning, algorithms and programming through making

Using technology as a part of explorative and creative process

Practicing logical reasoning to understand and interpret information in different forms

Practising to understand visual concepts and shapes and observe their qualities

Learning to acquire, modify and produce information in different forms

CodeMonkey is a game-based learning platform for coding suitable for students aged eight and older. The platform teaches real programming languages and offers personalized feedback in real time. CodeMonkey provides a turnkey solution for educators by offering basic training, management, reporting tools, automatic grading and detailed tutorials.

CodeMonkey

A game-based learning platform for coding.

investment

Christopher

Truscott Street Public School

If you're deciding whether or not to send your child to a school based on its Google reviews, maybe you're making a mistake

School is so nice and I advise to come to trusscot . the teachers are very nice but some of them could improve ( not saying names )

Truscott Street is a lovely school. My child's years there were nothing but positive. Even though at the end, it was time to go, it didn't mean they didn't have a great time there. The teachers are nourishing and positive, and the environment is caring. Great school!

A great public school, one I spent the first seven years of my school life in.
Had great teachers, & a layout rather easy to learn for primary students - it's been years since I've last visited, but I remember quite clearly the entire layout!
It also has a support unit!

When I went to this school, it had around 300 kids, which is a lot less noisy and chaotic then where I went to high school.
My favourite teachers were Mrs Miller, Ms Grenier & Mrs Ryan. I don't know if they still are there, but they're all cool teachers. Especially Mrs Miller.
I have a lot of fond memories from here.
The play equipment was always rad, and I used to ADORE spending time on the oval.

I really enjoyed the project where we grew a plant - a bean, I think? That was such a good assignment. I wish I could've done something like that in high school.
Friday sports were often very fun. Once I outlasted almost everyone on my team in swissball, simply by running like a headless chicken the whole time. Ah, fond memories.

There was a debating group, as well. I used to do that, even though I didn't really like having to draft the speeches.

The library had computers, which was awesome, and we got to play on them during some days.
The common room had computers too. I remember a lesson where we got to play Poptropica, which both myself and my brother were great at.

Also on the note of the library, it was GREAT. I love that library.

I still remember learning the time warp dance, and winging it every time I had a recorder assembly, because I didn't practice it anywhere near enough.
I also brought my frog, Croaki, and my dog, Joey, to school for the pet day thing. I wish I could've shown my beloved cat Jasper, but I didn't get her until high school.

All in all, Truscott is a great little school. We lived pretty far away, but I'm incredibly glad we decided to go there.
Even after all this time, I feel warm with scholarly pride - if that's a thing - whenever I see Truscott kids.

Quod portui perfeci! (Whatever I do, I do my best.)

(P.S. Edmo's the best school house, without a doubt. I was in Ryrie in Kindergarten, too, so I have a little soft spot for Ryrie, but Edmo is still better.)

Truscott street is a great place to make friend

Christopher

Christopher found CodeMonkey:

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